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• Paper·TESOL Journal·7 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 (PSTs) participated in drawings, reflections, discussions, and interviews to examine how awareness of English learners' racialization shaped their teaching. Findings indicate that recognizing racialization led PSTs to see themselves as agents of critical praxis committed to inclusive classrooms. The study underscores the role of praxis in helping teachers challenge oppressive structures.

  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.

  critical-pedagogyteacher-educationracializationenglish-learners6/10