Open AccessBeing and Becoming Woke in Teacher Education
Author(s) -
Timothy Babulski
Publication year - 2020
Publication title -
phenomenology and practice
Language(s) - English
Resource type - Journals
ISSN - 1913-4711
DOI - 10.29173/pandpr29399
Subject(s) - neoliberalism (international relations) , equity (law) , politics , democracy , social justice , sociology , teacher education , narrative , balance (ability) , economic justice , diversity (politics) , political science , educational equity , pedagogy , social science , law , psychology , linguistics , philosophy , neuroscience
The role education plays in society has been contested in the United States since the inception of public education. Historically this contention has produced a delicate balance between promoting the social justice concerns of educating democratic citizens and the disciplinary concerns of individual intellectual development. Teacher preparation programs in American normal schools, colleges, and universities have traditionally struck a similar balance between theory and practice. In the past several decades, however, the rise of neoliberalism in American politics has shifted the balance away from equity, diversity, and inclusivity. The purpose of this study is to provide an account of the lived experiences of teacher candidates with the phenomena of being and becoming “woke” within a teacher education program that reflects neoliberal values but maintains a stated commitment to social justice. This study includes narrative vignettes that explore the phenomenality of “wokeness” as it manifests in the public-school environment and the teacher education program. It also addresses the effects of neoliberalism on teacher candidates’ willingness and ability to take up social justice for themselves, their students, and society.