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Abstract
The purpose of this teacher action research project is to examine the perspectives of high school youth as they experience an intensive, 45-hours summer course geared toward developing and strengthening students critical consciousness as future teachers. This research study centers on a teacher pipeline program called the Future Educators Program (FEP) focused on preparing a diverse group of students interested in the teaching profession. Employing tenets of critical hope, such as hokey hope and Socratic hope, the teacher-researcher seeks to examine how students make sense of educational inequality as it relates to race and class. Findings from this study illustrate the ways participants debunk misconceptions linked to hokey hope and exercise Socratic hope in their critical self-reflections with regards to their lived and racialized experiences. The author concludes with implications for the recruitment and retention of minoritized youth as future teachers for social justice.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1 All proper nouns and locations have been replaced with pseudonyms.
Additional information
Notes on contributors
Van T. Lac
Van T. Lac, PhD, University of Wisconsin-Madison, is an assistant professor in the department of Educational Leadership and Policy Studies at the University of Texas-San Antonio. Prior to her graduate studies, she was a high school English teacher for eight years in Richmond, California. Her research foci include youth participatory action research, student voice, critical race pedagogy, and teacher pipeline programs serving minoritized youth. She has published in journals such as Urban Education, Urban Review, Journal of Research in Educational Leadership, and Journal of Cases in Educational Leadership.