Preservice teachers' perceptions of immigrants and possibilities of transformative pedagogy: Recommendations for a praxis of "critical aesthetics"

Abstract

To address anti-immigration sentiments revealed by preservice educators, the authors conducted a workshop using a "critical-aesthetic praxis." The purpose of the workshop was to create a praxis (Freire, 1970;1998) of critical aesthetics (Carey, 1998) in which preservice teachers engaged in a series of aesthetically grounded experiences aimed at revealing and disorienting their previously conceived notions about immigration. The workshop lay the groundwork for a re-orientation of understanding based on perspectives of the "the Other" and builds a transformative curriculum in teacher education programs. Such practices must become more integral facets of teacher preparation programs to promote an anti-racist pedagogy.