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- Title
Planning community-centered inquiries: (Re)Imagining K-8 civics teacher education with/in rural and Indigenous communities.
- Authors
Stanton, Christine Rogers; Morrison, Danielle; Hancock, Hailey
- Abstract
This phenomenological case study investigates how planning community-centered civics inquiries can prepare elementary pre-service teachers to better address inequities facing rural communities, including those located on Indigenous reservations. Specifically, the study addresses this research question: How does community-centered planning inform pre-service teacher readiness to support place-conscious and anti-colonial civics education within elementary contexts? Findings suggest that guided, community-centered planning leads to enhanced pre-service teacher confidence in preparing to facilitate equity-oriented elementary education, particularly as related to evolving understandings of civics content competence, relational commitments, and responsibilities of rural teachers.
- Subjects
TEACHER education; CIVICS education; EDUCATION of indigenous peoples; STUDENT teachers; EDUCATION research
- Publication
Journal of Social Studies Research, 2022, Vol 46, Issue 1, p85
- ISSN
0885-985X
- Publication type
Article
- DOI
10.1016/j.jssr.2021.11.001