The Ghost of Social Justice Education Future: How the words of graduates contribute to self-transformation

Abstract

The aim of this self-study was to better understand and improve my practice in preparing elementary credential candidates to create positive, educative learning environments for all children, especially those in high-need urban contexts. I felt I could learn most about this question by studying how graduates were engaging in this work and how their students were responding. Thus, a second aim of the research was to investigate what the implications of studying former students might be for the methodology and practice of self-study. I observed and interviewed six graduates and gathered affective data from their children. With the help of a “critical friend,” I discovered that for the most part my graduates had much strength in this area, which helped to clarify which aspects of my practice should be continued. However, I also identified areas for improvement. Most transformative were revelations that my unconscious uncertainties about working with extreme challenges had placed limitations on these teachers' abilities in this area and that I had been giving mixed messages about the role of joy in the elementary curriculum. The power of these revelations led me to conclude that the study of graduates can play a significant role in self-study.

Keywords:

• self-study methodology
• classroom management
• elementary teacher education
• critical friends