Search results for: Chubbuck Sharon M.
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Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort
This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orientation to analyze the students’ academic difficulties. The author concludes with suggestions for how this framework can inform future research and dialogue in the teacher education community.
Updated: Jul. 13, 2010