Exploring Antiracist Pedagogies in Project-Based Learning with Preservice Teachers
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Abstract
This exploratory study, grounded in critical race, social-cultural, and critical literacy theories, uses children’s literature as a catalyst for engaging preservice teachers (PSTs) in critical conversations about systemic racism and its impact on curricular and instructional decisions. Integrating tenets from both project-based learning (PBL) and antiracist teaching, we focus on three major practice markers for PSTs: (1) acquiring knowledge of experiences and histories of communities marginalized by society; (2) integrating content and pedagogical knowledge with antibias practices to create a culture of caring and curricular restorative justice; and (3) bridging coursework towards authentic calls to action. We share our experiences as teacher educators alongside an exploration of PSTs perceptions and experiences engaging in an antiracist PBL.
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