Abstract
This article contributes to the scholarship of teaching and learning by examining the ways in which a podcast project facilitated the development of critical consciousness among pre-service teachers in an undergraduate social foundations of education course at a research university in the southeastern United States. It draws on data generated using semi-structured interviews with 10 pre-service teachers across two semesters of the course who completed the podcast project. Using inductive thematic analysis, I identified four themes in this case study: (1) Personal Experiences as Catalysts for Critical Consciousness, (2) Dialogical Learning as a Pathway to Critical Consciousness, (3) Grappling with the Complexity of Social Problems toward Critical Consciousness, and (4) Commitment to Equity and Justice as a Manifestation of Critical Consciousness. The findings highlight how the processes of understanding social phenomena, confronting personal assumptions, and engaging in dialogue enhanced students’ understanding of systemic inequities and strengthened their commitment to justice-oriented practice.
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Recommended Citation
Kelley, Jacob
(2025)
"Beyond the Mic: Fostering Critical Consciousness through Podcasting in a Social Foundations of Education Course,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 19:
No.
2, Article 11.
Available at: https://doi.org/10.20429/ijsotl.2025.190211
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