Affiliation:
1. Southern Utah University, USA
Abstract
This chapter focuses on one teacher educator's experience teaching an undergraduate Social Foundations of Education course in Utah. The author chronicles life experiences that led her to be a social justice educator and how she structures her course to fit her definition of social justice education. She defines the ‘Utah Bubble' phenomenon seen within the state and the effect it has on pre-service teachers' knowledge of diversity and privilege. A discussion about the course curriculum showcases the way aspects of social justice education have been carefully constructed to examine identity, socialization, and privilege. Attention is paid to new understandings students created during the semester-long course and forms of resistance students exhibited during a study conducted by the author.
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