racialization
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- PaperTESOL Journal7 Jul 2026
Developing Critical Consciousness: Pre‐Service Teachers' Understanding of Racialization and Commitment to Critical Race Praxis
Christian Fallas‐Escobar, Huseyin Uysal
Seven pre-service teachers developed awareness of English learners' racialization through drawings, reflections, and discussions, leading them to envision themselves as agents of critical praxis committed to inclusive classrooms. The study underscores how praxis can foster commitment to challenging oppressive structures in education.
Original abstract
This study explores how pre‐service teachers conceptualize their teaching practices in response to their growing awareness of the racialization of English learners in US schools. The study involved seven pre‐service teachers (PSTs) and included drawings, reflection essays, discussion posts from 11 meetings in informal settings, and two focus group interviews. Findings show that by recognizing English learners' racialization, pre‐service teachers started to envision themselves as agents of critical praxis, committed to fostering inclusive learning environments. This study highlights the potential of praxis to helping pre‐service teachers commit to challenging oppressive structures in education.