Abstract
The Covid-19 pandemic caused distance that separated the teacher from the learner as schools and higher education moved to virtual and flexible learning communities. Likewise, at the same time racial tensions were growing further increasing the distance and divide across the country. This positions teacher educators with the responsibility to bridge this distance.
The challenges of preparing educators for activism in a post-Covid educational context that considers cultural literacy, ethical leadership, and community engagement is explored with three narratives. These narratives provide the opportunity to think with and through our commitments in early childhood and elementary teacher education. Collectively, these narratives use the conditions of learning and teaching in a pandemic to consider educational challenges of the past and the things we must do to create a more equitable and just future. We conclude this essay with essential commitments as we work to bridge the distance and build community.
Classification: Reflective Essay
Recommended Citation
Baker, S. J., McCafferty-Wright, J., Baker, A. M., & Livers, S. D. (2022). Bridging Teacher Candidates, School Communities, and the World During a Pandemic. The Journal of Advancing Education Practice, 3(1). https://openriver.winona.edu/jaep/vol3/iss1/9
