Abstract
In today’s increasingly polarized educational landscape, debates over diversity, equity, and inclusion (DEI) have reached a critical juncture. Anti-DEI policies and legislation are not only reshaping educational policy but are also producing tangible adverse effects on teacher behavior—often creating chilling effects that undermine authentic multicultural education. In light of these challenges, this article contends that teacher preparation programs must fundamentally reorient their curricula to cultivate robust moral reasoning and moral courage among preservice teachers. By integrating theoretical frameworks such as Kohlberg’s theory of moral development and Rest’s Four-Component Model with the transformative principles of neo-abolitionist teaching, we propose a comprehensive strategy for empowering future educators. This approach empowers teachers to address systemic inequities and cultivate inclusive, equitable classrooms that promote social justice.
Recommended Citation
Baker, Aaron A. and Potter-Nelson, Liz
(2025)
"Teaching Teachers to Stand Up: Fostering Moral Reasoning and Courage through Neo-Abolitionist Pedagogies in Multicultural Education,"
Journal of Multicultural Affairs: Vol. 10:
Iss.
2, Article 2.
Available at:
https://scholarworks.sfasu.edu/jma/vol10/iss2/2
Included in
Educational Psychology Commons, Social and Behavioral Sciences Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
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