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How Preservice Teachers Transform Pedagogical Discomfort into Multicultural Knowledge for Disrupting the School-to-Prison Pipeline

  • Suniti SharmaEmail author
Chapter
Part of the Education, Equity, Economy book series (EEEC, volume 7)

Abstract

This study examined how preservice teachers transform discomforting experiences into multicultural awareness for disrupting the school-to-prison pipeline. The study was conducted from 2016 to 2017 at an urban private university in the mid-Atlantic region. The design for the research draws from Yin’s steps to conducting a collective case study and is framed by Zembylas’ notion of pedagogical discomfort as a tool for advancing preservice teachers’ multicultural knowledge. Participants comprised three preservice teachers enrolled in a 4-year teacher education program who volunteered to tutor students in the school-to-prison pipeline. Data consisted of a survey, individual interview, focus group, and weekly reflective journals. Findings evidence the discomforting experience of tutoring students in the school-to-prison pipeline served as a transformative tool for advancing preservice teachers’ multicultural knowledge for developing pedagogies that are inclusive of the experiences of students’ lives and histories.

Keywords

Preservice teachers Pedagogical discomfort Multicultural knowledge Teacher preparation School-to-prison pipeline 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Teacher EducationSaint Joseph’s UniversityPhiladelphiaUSA

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