Search results for: Farinde Abiola A.

This article describes development of an educational setting which fosters critical, social justice practices of teachers. Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. The authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing the setting.