The authors describe a collaboration to create a series of social justice-oriented curriculum maps for a predominantly White preschool. The researchers explore their own identities and biases, how racism disadvantages individuals and groups, and the resulting curriculum design.

This phenomenological study explores the experiences of preservice teachers of color in a teacher education program at a predominantly white institution. Participants experienced feelings of isolation, being targeted because of their race, lack of multicultural education in the program, and feelings of tension in wanting to speak out and fearing…

This article explores the outcomes of instruction employing a pedagogy of discomfort (or disequilibrium)--a teaching style that embraces discomfort as a part of the learning process--in a teacher preparation program. Drawing on data from a case study, we present findings from our work involving teacher candidates in discussions about social…

This dissertation study explores the implementation of Project-Based Learning (PBL) in first-grade classrooms and its impact on student engagement. The study emphasizes the importance of collaborative grade-level teams and teacher support in successfully implementing PBL. The study adopts a mixed-methods approach and takes place in a small rural…

Traditionally, teaching global competency to preservice teachers serves as a pedagogically sound stratagem to equip preservice teachers to teach, mentor, and empower culturally, socially, and linguistically different yet equally gifted P-12 student populations. A quantitative, cross-sectional content analysis of course learning outcomes (N=631)…