Teacher Educators as Scholar Citizens: Activism and Resistance in Uncertain Times

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Teacher Educators as Scholar Citizens: Activism and Resistance in Uncertain Times is a powerful exploration of the transformative potential of scholar activism in education. This book delves into how educators integrate activism into their teaching, research, and advocacy to challenge societal inequities and foster justice and equity. By blending personal experiences with actionable strategies, the volume equips educators to navigate challenges and embrace their roles as agents of change.
The first half of the book, Personal Narratives and Methodologies in Scholar Activism, highlights the deeply personal journeys of scholar activists. This section provides an intimate look at the lived experiences and methodological approaches of scholar activists. Through autoethnographic accounts, reflective narratives, and methodological explorations, contributors share the personal and professional paths they have traversed. These stories highlight the challenges, triumphs, and transformational moments that define scholar activism, offering readers insight into the intricate interplay between identity, scholarship, and activism. The narratives within this section serve as both inspiration and a guide for those aspiring to integrate activism into their scholarly pursuits.
The second half, Activism in Action: Strategies and Practices in Teacher Education, focuses on the practical application of scholar activism within teacher education. This section transitions from personal reflections to actionable strategies, showcasing how scholar activism manifests in classrooms, curricula, and broader educational practices. Contributions include case studies, curricular innovations, and pedagogical strategies designed to foster activist mindsets among teacher candidates.
Together, these sections provide a comprehensive exploration of scholar activism, combining personal narratives with practical strategies to offer educators valuable insights into the multifaceted nature of activism in education. Teacher Educators as Scholar Citizens serves as both an inspiration and a resource for educators, researchers, and policymakers who are committed to addressing social inequities and fostering transformative change through the power of education. This book invites readers to consider their own roles as scholar citizens and provides actionable guidance for creating a more just and equitable educational landscape.

Author Bio

Sarah Kaka is an Associate Professor of Education at Ohio Wesleyan University. She teaches secondary methods courses, foundations of education, and supervises students in the field. Her main area of focus is secondary social studies and education policy. She has published in peer-reviewed journals and has presented at local, state, national, and international conferences. Her research aims to bolster educator training programs in cultivating proficient, enduring educators across diverse environments, while also aiding practicing teachers in enhancing their effectiveness. Prior to making the shift to higher education, Dr. Kaka taught high school social studies for a decade in Virginia and Colorado. She is the editor of the book, Hollywood or History An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History.

Matthew S. Hollstein is an Associate Professor of Education at Kent State University. His research interests include civic environmentalism, controversial issues, and developing teachers as listeners to improve practice. His research seeks to improve teacher education and instruction through the inclusion of environmental education to expand teachers perception of civic environmental activism. For the last 11 years Matt has been the chair or co-chair of the Environmental and Sustainability Education Community of the National Council for the Social Studies whose goal is to foster the inclusion of environmental and sustainability education in social studies. He teaches in both the early childhood and middle childhood education programs at Kent State University. He taught K12 social studies across Ohio before completing his PhD at Ohio University.

Elizabeth Kenyon is an Associate Professor of Education at Kent State University. Her scholarship is focused primarily on anti-racist teacher education, climate change education, and democratic citizenship education with young learners. She teaches primarily in the early childhood education program at Kent State. Prior to pursuing and receiving her PhD at Michigan State University, Elizabeth taught highschool and middle school for three years in Washington, D.C. and worked with youth in other capacities in Buenos Aires, Argentina, Michigan, Massachusetts, and Washington DC. She is also a mother and a gardener.

Nancy Patterson is a Professor of Education at Bowling Green State University. Her research is focused on democratic classroom practices and student/teacher perceptions of rights and responsibilities in schools. Recently, these commitments have included international lesson study research with early stage teacher candidates and the social studies as inquiry process. Professor Patterson teaches social studies introductory and methods courses and coordinates the Master of Education in Teaching and Learning program. She was a Fulbirght teaching and research scholar in Morocco and leads summer study abroad trips in the expeditionary learning model with teachers and students.