Search results for: Oppenheim Rachel

In this article, the authors investigate whether and how recent graduates of an elementary preservice teacher education program enacted social justice curricula. The authors highlight the stories of three beginning teachers. The authors discuss the struggles the teachers faced when enacting social justice curricula. Furthermore, the authors also discuss the tenuous connection they perceived between their conceptions and their practices. The authors conclude with recommendations for ways in which teacher educators can prepare beginning teachers for the uncertain journey of teaching for social justice.