Abstract
In “The Impact of Polarization on the Political Engagement of Generation Z Elementary Preservice Teachers and Their Teaching,” Keegan and Vaughan engaged with questions of preparing Gen Z, elementary preservice teachers (PSTs) in political education. Their much-needed study confirmed the continued call for social studies teacher educators to cultivate critical, civically active elementary PSTs who will intentionally attend to political education in the classroom. In this response, I situate Keegan and Vaughan's findings in white discomfort (Zembylas, 2018) as a way to consider a path forward in elementary teacher preparation, moving from a centering of white PSTs’ individual responses to a pedagogy of shared responsibility (Zembylas, 2019).
Response to Article
Patrick Keegan and Kelly P. Vaughan, The Impact of Polarization on the Political Engagement of Generation Z Elementary Preservice Teachers and Their Teaching
Recommended Citation
Demoiny, S. B.
(2023).
Moving Toward Critical Political Education with Elementary Preservice Teachers. A Response to “The Impact of Polarization on the Political Engagement of Generation Z Elementary Preservice Teachers and Their Teaching".
Democracy and Education,
31
(1), Article 5.
Available at:
https://democracyeducationjournal.org/home/vol31/iss1/5