Forced Journeys: Integrating Lessons about Immigration in Teacher Education

Abstract

Abstract This study reviewed incorporating a lesson about immigration in pre-service teachers’ (N = 45) respective curricula. Additionally, it discussed participants’ responses, their level of preparedness, and in some cases their hindrances to teaching controversial lessons. Crafting a framework to teach future teachers about complex subjects such as forced journeys demands that teacher training programs develop promising pedagogies as well as multiple curricular venues through which teachers can relate to and understand the complexities of immigration. The study is grounded on the theory of cultural competence to prepare prospective teachers for a world on the move. Data from written reflections and class discussions showed the desire and ability of participants to develop critical awareness of teaching controversial issues. However, to equip future teachers with knowledge and skills essential in teaching contentious topics, teacher education programs need a more consistent and comprehensive curriculum.