Awakening Teachers' Capacities for Social Justice With/In Arts-Based Inquiries

Amelia M. Kraehe, Keffrelyn D. Brown

Research output: Contribution to journalArticlepeer-review

23 Scopus citations


Social justice-oriented teacher education can guide preservice teachers toward greater critical sociocultural knowledge, analytic skills, social responsibility, and commitment to act in the interest of providing all students with high quality educational experiences. This qualitative case study examines how arts-based inquiries in social justice-oriented teacher education can provide the necessary generative spaces for developing preservice teachers' critical sociocultural knowledge. Data were drawn from student interviews and reflective papers across four sections of a course employing collaborative, arts-based inquiry. Findings highlight the cumulative knowledge, pleasure, anxiety, confrontation with material and symbolic bodies, and self-transformations that can develop from art practices and help to awaken preservice teachers' critical consciousness for teaching for social justice.

Original languageEnglish (US)
Pages (from-to)488-511
Number of pages24
JournalEquity and Excellence in Education
Issue number4
StatePublished - Oct 2011

ASJC Scopus subject areas

  • Education


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