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Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy pp 93–111Cite as

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

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Part of the book series: Education, Equity, Economy ((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.

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Authors and Affiliations

  1. Department of Teacher Education, Saint Joseph’s University, Philadelphia, PA, USA

    Suniti Sharma

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  1. Suniti Sharma
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Correspondence to Suniti Sharma .

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  1. Department of Teacher Education, Saint Joseph’s University, Philadelphia, PA, USA

    Suniti Sharma  & Althier M. Lazar  & 

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Sharma, S. (2019). How Preservice Teachers Transform Pedagogical Discomfort into Multicultural Knowledge for Disrupting the School-to-Prison Pipeline. In: Sharma, S., Lazar, A.M. (eds) Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy. Education, Equity, Economy, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-02251-8_6

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  • DOI: https://doi.org/10.1007/978-3-030-02251-8_6

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