Questioning the Problematic Nature of School Culture in Elementary Teacher Education

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This paper explores the role of school culture as embodied by elementary teacher preparation in relationship to humanizing pedagogies. Further, it explores how the school culture of elementary teacher preparation can be experienced as an oppressive force towards identity formation and humanization for students who position themselves outside of the conventional norms of the field and traditionally accepted membership criteria. A brief play in three acts shares anecdotes from students who consider themselvesin the margins of elementary teacher preparation with recommendations for teacher educators seeking to humanize the elementary teacher preparation curriculum and experience to be inclusive of all students.