| Owner: |
Suki Jones Mozenter
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| Owner Email: |
s.mozenter@gmail.com
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| Paper Title: |
Implications of Relative Privilege: (In)Equity in Pandemic Practicum
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| Session Title: |
Teacher Education During a Worldwide Pandemic
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| Paper Type: |
Paper
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| Presentation Date: |
4/21/2022
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| Presentation Location: |
San Diego, California
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| Descriptors: |
Social Justice, Teacher Education - Pre-Service
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| Methodology: |
Qualitative
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| Author(s): |
Suki Jones Mozenter, University of Minnesota Duluth; Florencia Gomez Zaccarelli, Pontificia Universidad Catolica de Chile
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| Unit: |
World Education Research Association
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| Abstract: |
The COVID-19 pandemic has highlighted local and global inequities and presented opportunities for reimagining more equitable systems (Ladson-Billings, 2021; Larkin, 2021). In this paper, we focus on a central structure of teacher education: the practicum. The pandemic disrupted practicum opportunities (Flores & Gago, 2020; Kidd & Murray, 2020; la Velle et al., 2020; Moyo, 2020). We used comparative case study (Bartlett & Vavrus, 2017) for critical analysis of two responses to pandemic practicum: a private university in urban Chile and a public university in a suburban/rural setting in the U.S. Midwest. Our analysis examined the functions of privilege and marginalization within and across our local and global contexts, considering the axes of inequities on a micro, meso, and macro level.
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| DOI: |
https://doi.org/10.3102/1899049
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