Tracing Roots and Beliefs: Exploring the Intersections of Family History, Spiritual Identity, and Political Beliefs in Education

Abstract

Rising polarization rooted in religious identity underscores the need for teacher education programs to assist in the identity-building of reflective, compassionate educators prepared to uphold democratic principles (Philip et al., 2022; Westheimer, 2022). This study explores how family history, spiritual identity, and political identity intersect to shape civic identity among pre-service teachers. Using qualitative data and thematic analysis from a Midwestern teacher education program, findings reveal how inherited beliefs, generational values, and varying understandings of religion and spirituality inform political and civic understanding (Laidlaw, 2006; Whitehead & Perry, 2020). Data highlights the critical role of familial backgrounds in identity development and the importance of integrating holistic explorations of identity within civic education frameworks to prepare teacher candidates for navigating sociopolitical complexities in diverse classrooms (Bukor, 2014; McCoy et al., 2021).