White Canadian teacher candidates are brought into direct dialogue with urban high school students through a yearlong immersion in a high school with a “demonized” image in the broader community. Interviews with students reveal experiences of school as “my safe space” and the predominance of a student culture not characterized by resistance, but by a positive experience of school as an autonomous relational space. We argue that attention to student voices through extended immersion in urban high schools enables teacher candidates to experience schools as uniquely situated spaces and disrupts the tendency to essentialize urban students and their schools.

Additional Metadata
Keywords field experience, teacher candidates, teacher education, urban education, White teachers
Persistent URL dx.doi.org/10.1177/0042085915574530
Journal Urban Education
Butler, J.K. (Jesse K.), Kane, R.G. (Ruth G.), & Morshead, C.E. (Christopher E.). (2017). “It’s My Safe Space”: Student Voice, Teacher Education, and the Relational Space of an Urban High School. Urban Education, 52(7), 889–916. doi:10.1177/0042085915574530