Abstract
The field of education research often overlooks the importance of supervision of the student teaching experience. In this article, I show how as a doctoral student with a focus on education for social justice, I struggled in that role of student teacher supervisor. Despite the students being enrolled in an “urban education” cohort, I felt my positioning was very liminal and perhaps counter-productive to the goal of social justice. I provide reflections and concrete examples of how racism manifested in classrooms and how the student teachers with whom I worked did and did not disrupt it, and how I often was unsure about how to proceed. I also provide implications for educators and researchers.
Keywords:
- Student Teaching
- Pre-Service Teachers
- Student Teacher Supervisor
- Urban Education
- Social Justice
How to Cite:
Kasun, G. S., (2017) “Living with the Liminal: Unwieldy Unknowns of Facilitating an Urban Education Cohort of Student Teachers”, Pedagogy & (Im)Possibilities across Education Research 1(1). https://doi.org/10.4148/2576-5795.1003 (external link, opens in new tab).
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