Search results for: Heuschkel Kim

The purpose of this study was to foster critical understanding of institutional oppression among pre-service teachers . Hence, this article describes the use of an institutional inquiry assignment for pre-service teachers at a large state university in the US. Data were collected from one hundred and six pre-service teacher candidates enrolled in a cultural diversity course. The analysis of the data examines the useful aspects as well as the limitations of this assignment for helping to engage in teaching for social justice.