This paper proposes a study which examines the use of intersectionality theory in teacher preparation programs across global contexts to promote educational equity. Intersectionality, which addresses overlapping identities such as race, ability, gender, and class, provides a framework for understanding and challenging systemic inequities in education. Teacher educators and scholars from around the globe are invited to engage in developing this collaborative study to explore how teacher education programs leverage intersectionality theory to develop preservice teachers’ knowledge, skills, and dispositions to foster equitable practices and advance social justice in diverse global contexts. Findings from the proposed study will inform best practices in teacher preparation, offering insights into the role of intersectionality in advancing equity and shaping the development of future educators for diverse classrooms worldwide.

Authors: Lindsey Pike, Adam Moore

Published in: Ireland International Conference on Education (IICE-2024)

• Date of Conference: 28-30 October, 2024
• DOI: 10.20533/IICE.2024.10.0007
• ISBN: 978-1-913572-73-0
• Conference Location: Dún Laoghaire, Ireland