Search results for: Maxwell Bronwen
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The purpose of this article is to explore how mentors can act as change agents for social justice. It examines mentors’ roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment. The findings reveal that LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what the authors call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice.
Updated: Nov. 11, 2015
The current reforms of initial teacher education in the learning and skills sector in England are standards based and emphasize subject specialism. A qualitative study found that trainees generated knowledge resources through participation in their workplace, initial teacher education course and other social contexts, and from embedded and encoded workplace knowledge. It is argued that using a knowledge resources perspective, which recognizes how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees' development than the recent reforms.
Updated: Jun. 13, 2011