Activating prejudice awareness in teacher education to foster critical reflections: an analysis of a student-centred assignment

In this article, we argue that raising preservice teachers’ awareness of their own prejudices may serve as an initial step towards more critically informed and socially just pedagogical decisions in future classrooms. We explore how a student-centred assignment in teacher education can activate implicit prejudice against marginalised groups. Data was collected from 32 groups across three teacher education programmes. In the assignment, preservice teachers were asked to rank potential tenants for a basement apartment. Each tenant was described using ambiguous identity markers, often associated with housing discrimination. The aim was to trigger implicit prejudice and ultimately reduce it. Using critical theory for social justice and theories of prejudice, our analysis shows that none of the identity markers led to positive associations. However, some markers (substance abuse, mental health issues, Nazi affiliation, Roma identity, youth and families with small children) triggered negative prejudice. Preservice teachers moreover highlighted the limited information provided, feelings of trust, safety, and control and morality as factors influencing their ranking. We conclude that the preservice teachers, through the assignment, developed an awareness of their prejudice towards vulnerable groups in society.
The assignment can inspire preservice teachers to create similar tasks, helping their future students develop critical social awareness.