“In a manner similar to that described by Hollway and Jefferson (2000), we encouraged participants to tell stories about teaching experiences during the practicum that made them think about the social justice discussions they had had in their teacher education classes. As their stories unfolded, we also asked them to discuss the following: how they would define teaching for social justice; whether they agreed or disagreed that primary children are too young to understand issues of social justice, such as racism or homophobia, and why; what, if any, concerns they had about teaching for social justice with young children; the ways in which their social locations and aspects of their identity (i.e., race, social class, gender, etc.) influenced what and how they teach; and perceived supports and barriers to teaching for social justice (Kelly 205)".
In the follow-up interviews (done after the participants’ completion of their long practicum), our questions remained the same, but we were able to add specific probes based on issues that had been flagged during the first interview (Kelly 205)”.