NPP > JOURNALS > PIPER > Vol. 1 (2017) > Iss. 1
Living with the Liminal: Unwieldy Unknowns of Facilitating an Urban Education Cohort of Student Teachers
Concepts, Ideas, People
Student Teaching, Pre-Service Teachers, Student Teacher Supervisor, Urban Education, Social Justice
Epistemologies, Methods, Theories
Liminality, Critical Theory
The field of education research often overlooks the importance of supervision of the student teaching experience. In this article, I show how as a doctoral student with a focus on education for social justice, I struggled in that role of student teacher supervisor. Despite the students being enrolled in an “urban education” cohort, I felt my positioning was very liminal and perhaps counter-productive to the goal of social justice. I provide reflections and concrete examples of how racism manifested in classrooms and how the student teachers with whom I worked did and did not disrupt it, and how I often was unsure about how to proceed. I also provide implications for educators and researchers.
Kasun, G. S. (2017). Living with the Liminal: Unwieldy Unknowns of Facilitating an Urban Education Cohort of Student Teachers. Pedagogy & (Im)Possibilities across Education Research (PIPER), 1 (1). https://doi.org/10.4148/2576-5795.1003