This article focuses on the process of critical social dialogue (CSD) in a mixed race and ethnicity sample of undergraduate teacher candidates at a California state university.
The author argues that critical social dialogue (CSD) in the undergraduate experience develops a knowledge and disposition on which multicultural and socially just pedagogy can be built.
CSD, particularly in a socially diverse setting, is a powerful and potent technique to nurture positive learning and growth that develops undergraduate teacher candidates’ schema.
However, implementing CSD has its challenges.
First, for teacher educators, particularly challenging is the capacity to create classrooms as “third spaces'.
A second challenge is creating that safe space that allows dominant and dominated students to equally share their perspectives and experiences.