ABSTRACT
As colleagues devoted to justice, equity, diversity, and inclusion (JEDI), we found ourselves having multiple conversations about how our students embody social justice practices. We pushed ourselves to look at why our programme is falling short when it comes to issues of JEDI. We have content and courses focused on this work, but in our conversations, we noticed that our students were not implementing social justice practices in the field. Using a scaffolded method of autoethnographic first-person action research, this chapter will describe our process for addressing preservice teachers' use of microaggressions in their field experiences.
