A Bricoleur Teacher Institute: Re-Imagining Pre-Service Teacher Preparation through Social Movement Theorizing
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| Title: | A Bricoleur Teacher Institute: Re-Imagining Pre-Service Teacher Preparation through Social Movement Theorizing |
|---|---|
| Language: | English |
| Authors: | Thomas Albright (ORCID |
| Source: | Urban Education. 2026 61(3):598-632. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Institutes (Training Programs), Place Based Education, Social Change, Critical Theory, Popular Education, Urban Education, Teacher Educators |
| Geographic Terms: | Georgia (Atlanta) |
| DOI: | 10.1177/00420859251359263 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | This project explores what community-based teacher education can look like when teacher educators design a training program that emphasizes entangling community-centered knowledge and theory within a week-long preservice teacher institute. We explore the question: How does a bricoleur teacher institute re-imagine pre-service teacher preparation design toward contextualizing issues of place, justice, and criticality? The programming utilized placed-based education, social movement theorizing, and critical pedagogy to immerse pre-service teachers in their local context, visiting community-based organizations and centers for historical social movements within the local and national context, and engaged popular education principles centering a knowing-in-being that emphasized criticality and justice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495988 |
| Database: | ERIC |
| Abstract: | This project explores what community-based teacher education can look like when teacher educators design a training program that emphasizes entangling community-centered knowledge and theory within a week-long preservice teacher institute. We explore the question: How does a bricoleur teacher institute re-imagine pre-service teacher preparation design toward contextualizing issues of place, justice, and criticality? The programming utilized placed-based education, social movement theorizing, and critical pedagogy to immerse pre-service teachers in their local context, visiting community-based organizations and centers for historical social movements within the local and national context, and engaged popular education principles centering a knowing-in-being that emphasized criticality and justice. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859251359263 |
