Practicing a Pedagogy of Discomfort with Teacher Candidates: Observations and Reflections from a Year-Long Case Study

Abstract

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 injustices to encourage a deeper understanding of the origins of these societal issues and a greater awareness of how they impact PK-12 education. This paper identifies the minimization and validation of difference and privilege that emerged in the context of participants’ responses, including themes that circulate around responsibility to change the existing system into one that is more equitable to all.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 In keeping with current reference guidelines (APA 7) and our ethical responsibility to shield participant identities, we use the third person singular (they/them) when referring to individual participants throughout this article.

2 For more information on the standards: Social Justice Standards from Learning for Justice.