Search results for: Farnsworth Valerie
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This article examines the process of learning to become a social justice teacher. The author draws on Bakhtin’s notions of dialogue in order to theorize pre-service teachers’ identity negotiations. Supported by theoretically-sensitive ways of conceptualizing identity and social justice, the author develops an understanding of the ways pre-service teachers shape their identities through participating in community events.
Updated: Apr. 10, 2011