Walking the Walk: Democratizing Change in Teacher Education

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Kim Beasy
Mary Ann Hunter
David Hicks
Darren Pullen
Peter Brett
Damon Thomas
Robyn Reaburn
William Baker
Frances Fan
Vaughan Cruickshank
Elspeth Stephenson
Vesife Hatisaru


In this essay, as a group of teacher educators, we discuss our experience of “walking the walk” of teacher education transformation at a time of urgent change. We reflect upon our process of integrating three key priorities in our preservice teacher education courses: education for sustainability; trauma-informed practice; and Indigenizing curriculum. Specifically, we reflect on how these processes were adapted according to the needs of individual courses and units, while at the same time making space for our strengths and our “unlearnings” as academics, and for the ethical considerations that troubled us. In this essay, we explore walking the walk of change and integrating social, environmental, and cultural justice principles in our work together toward equipping and enabling new teachers to be themselves agents of change.


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Beasy, K., Hunter, M. A., Hicks, D., Pullen, D., Brett, P., Thomas, D., Reaburn, R., Baker, W. ., Fan, F., Cruickshank, V., Stephenson, E., & Hatisaru, V. (2021). Walking the Walk: Democratizing Change in Teacher Education. Journal of the Scholarship of Teaching and Learning, 21(4). https://doi.org/10.14434/josotl.v21i4.32757
Pedagogy of the Polarized


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