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Exploring Antiracist Pedagogies in Project-Based Learning with Preservice Teachers.

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Title: Exploring Antiracist Pedagogies in Project-Based Learning with Preservice Teachers.
Authors: La Croix, Leslie1, Ferguson, Daniel1, Vesely, Colleen1, Steen, Bweikia1, Fisher-Maltese, Carley1, Calabrese, Stephanie1, Yupei Gong1, Xiaolu Zhang1
Source: Interdisciplinary Journal of Problem-based Learning. Winter2024, Vol. 18 Issue 1, p1-26. 26p.
Subject Terms: *Early childhood education, *Anti-racism education, *Pedagogical content knowledge, *Student teachers, Critical race theory
Abstract: This article explores preservice teachers' (PSTs) experiences engaging in a program initiative blending antiracist teaching and project-based learning (PjBL) to create an antiracist PjBL. Informed by critical race theory and racial literacy theory we used children's literature as a catalyst for engaging PSTs in sustained conversations about systemic racism and its impact on curricular and instructional decisions. We focused on three major antiracist PjBL practice markers: (1) building knowledge of the experiential histories and contributions of diverse communities marginalized by society; (2) developing content and pedagogical knowledge that embrace antiracist pedagogies; and (3) bridging coursework towards calls to action. We share a description of how the antiracist PjBL surfaced across the program and informed PSTs' understanding of asset-based pedagogies and curricular decisions. [ABSTRACT FROM AUTHOR]
Copyright of Interdisciplinary Journal of Problem-based Learning is the property of Indiana University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring Antiracist Pedagogies in Project-Based Learning with Preservice Teachers.
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  Data: <searchLink fieldCode="JN" term="%22Interdisciplinary+Journal+of+Problem-based+Learning%22">Interdisciplinary Journal of Problem-based Learning</searchLink>. Winter2024, Vol. 18 Issue 1, p1-26. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Anti-racism+education%22">Anti-racism education</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink>
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  Data: This article explores preservice teachers' (PSTs) experiences engaging in a program initiative blending antiracist teaching and project-based learning (PjBL) to create an antiracist PjBL. Informed by critical race theory and racial literacy theory we used children's literature as a catalyst for engaging PSTs in sustained conversations about systemic racism and its impact on curricular and instructional decisions. We focused on three major antiracist PjBL practice markers: (1) building knowledge of the experiential histories and contributions of diverse communities marginalized by society; (2) developing content and pedagogical knowledge that embrace antiracist pedagogies; and (3) bridging coursework towards calls to action. We share a description of how the antiracist PjBL surfaced across the program and informed PSTs' understanding of asset-based pedagogies and curricular decisions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Interdisciplinary Journal of Problem-based Learning is the property of Indiana University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183513003
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              Text: Winter2024
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