Holding Space for Student Teachers: Engaged Pedagogy in the Face of Discrimination
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Cameron, Yael
Gaerlan, Eunice
Bernay, Ross
Ingram, Toni
Jhagroo, Jyoti
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Informa UK Limited
Abstract
In this article, a group of teacher educators from Aotearoa New Zealand consider what it might mean to support student teachers who have disclosed experiences of racial, gendered, and/or queerphobic discrimination during professional practice placements. Through our personal stories, grounded in bell hooks’ engaged pedagogy and education as the practice of freedom, we theorize our own experiences of educational discrimination via a phenomenology of practice. These crafted stories highlight experiences of negotiating minority identities within educational spaces, foregrounding the question of whether education is a practice of freedom or a practice of negotiation against discriminatory environments. Our meaning-making drives us to ask why, despite professional discourses and policies around inclusive school environments, discrimination remains a lived reality for student teachers. We ask: how can we as teacher educators better enact an engaged pedagogy that offers freedom from discrimination in the practicum spaces within which student teachers learn to teach?
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1303 Specialist Studies in Education, 1608 Sociology, Gender Studies, 3904 Specialist studies in education, 4405 Gender studies, Teacher education, discrimination, engaged pedagogy, phenomenology, student teachers
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Gender and Education, ISSN: 0954-0253 (Print); 1360-0516 (Online), Informa UK Limited, 1-15. doi: 10.1080/09540253.2026.2724257
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© 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article.
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Except where otherwise noted, this item's license is described as Creative Commons Attribution-NonCommercial-NoDerivatives License