Search results for: Social justice
Page 1/8 80 items
In the post-COVID context, individuals, communities and cultures are learning to change their ways of living in response to the challenges that the Anthropocene poses for human security and the biosphere. In this artice Alex Lautensach claims that only if teachers are adequately empowered can curricula be sufficiently repurposed towards Deep Adaptation and its agenda of resilience, relinquishment and restoration. The author suggests that teachers must learn to critically analyse their curriculum, including its hidden and null elements. The agenda for this transformative education are subsumed under six overarching aims: redefine progress as achieving sustainability; replace anthropocentrism with ecocentrism; remedy skill gaps; reorient education towards the future; eliminate parochialism from education; and empower learners to take action. Teachers will need to develop multicultural skills and non-violent ideals, transcending possible boundaries and predispositions imposed by their own native cultural environment.
Updated: Jun. 14, 2020
Teacher candidates’ intentions to teach: implications for recruiting and retaining teachers in urban schools
This study addresses how teacher candidates committed to a social-justice-oriented urban teacher residency programme articulate and reflect why they want to be teachers in high-need public schools and what they expect from teaching so as to ascertain what they expect to do. The participants of this study included 77 graduates who participated in four cohorts of an urban teacher residency programme from 2010 through 2014. Employing a qualitative case study design, the authors analysed 77 sets of admissions essays, which were completed as part of the residency application process. Building on their analysis of candidates’ admissions essays through inductive coding, the authors find that candidates’ reflections on why they want to be teachers in high-need public schools and what they expect to do, stem from their beliefs in their role as a teacher and their beliefs about the role of education. Such reflections are grounded in beliefs of teacher activism, pupil activism, and advocacy for pupils who have been marginalised due to systemic inequalities. The study illuminates committed teachers’ reasons for entering the teaching profession so as to inform better recruitment strategies, and has implications for how initial teacher education (ITE) programmes could specifically improve their professional preparation and practices to recruit and retain qualified teachers who intend to stay.
Updated: Jun. 14, 2020
Teacher attrition rates are high in urban schools, particularly for new science teachers. Little research has addressed how science teachers can be prepared to effectively bridge the divide between preparation and urban teaching. The authors utilized the theoretical frameworks of social justice, identity, and structure‐agency to investigate this transition. Specifically, they examined the Urban Science Teacher Preparation (USTP) program as a critical case of “well‐prepared” urban science teachers. Study participants included one cohort of four teachers. Data, primarily from individual interviews, a focus group, and written reflections, were collected from participants during pre‐service preparation and their first year of teaching. The USTP program nurtured the development of a professional identity aligned with teaching science for social justice, with a unique emphasis on identifying structural injustices in schools. Findings indicate all four teachers used their identities to negotiate school policies and procedures that restricted student opportunities to learn science through three processes: deconstructing the context, positioning themselves within and against the context, and enacting their identities. These findings suggest the importance of USTP programs to provide teacher candidates with political clarity for teaching for social justice and sustained induction support to resist school socialization pressures.
Updated: May. 26, 2020
Justice, practice and the ‘Real World’: pre-service teachers’ critically conscious visions for teaching amid the complexities and challenges of learning to teach
Stemming from a problem of practice in the author’s justice-oriented social foundations course, this article investigates the relationship between pre-service teachers learning critical conceptual tools about justice and equity, and the ‘problem of enactment’ of leveraging that learning in their practice. Drawing on a theoretical framework linking Social Justice Teacher Education (SJTE) and Practice-based teacher education (PBTE), this study employed practitioner research methodologies and critical qualitative research methods to explore how pre-service teachers themselves negotiated the intersection of justice and practice. Three inductive findings emerged: they conceptualized professional visions oriented toward the ‘bigger picture’; the complexities of teaching complicated living these visions in practice; and their status as novice practitioners mediated their readiness to integrate justice and practice. The article concludes with a discussion of lessons learned for connecting justice and practice in social foundations specifically, and possibilities for convergence between SJTE and PBTE more broadly.
Updated: Apr. 29, 2020
Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework
The authors report on the development of two observation rubrics—secondary math and science—that embody the aims and values of their teacher education program, specifically, equity and humanizing pedagogy, and the results of their examination of the reliability of ratings of teaching practice generated using these rubrics. They discuss the various sources of measurement error and the implications for further developing and using the observation rubric in their program.
Updated: Jun. 02, 2019
Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention
In this article, the author shares analysis of interviews with 11 women of Color veteran teachers who serve in formal or informal leadership roles within social justice education. Their reflections reveal how teacher education programs—justice oriented or not—fell short in preparing them for the hostile racial climate of schools, thus putting them at increased risk of being pushed out of teaching. The article also points to collectivized teacher-led spaces of racial literacy development—framed as critical professional development (CPD)—that have helped to sustain them in the field. These teachers’ narratives offer significant insights for teacher education to better prepare teachers of Color for long, effective, and transformative careers.
Updated: May. 23, 2019
This study examines how prospective teachers (PTs) perceive social justice in K-12 mathematics. The author argues that the framework of What, Who, How serves as a tool to understand prospective teachers’ views, to navigate a broad range of literature on social justice mathematics, and a means of informing the practice of teachers and teacher educators. The author claims that the WWH may help identify views that are more easily accepted by PTs.
Updated: Nov. 18, 2018
This paper describes a systematic review to critically analyze empirical research conducted in the field of social justice and teacher education and published in peer-reviewed journals within the last 10 years. The authors found that the broad foci of this research could be represented by four themes: understandings of social justice and attitudes to diversity, changes in beliefs, field experience and service learning, and innovations and challenges in teacher education.
Updated: Aug. 12, 2018
Thinking with/through the Contradictions of Social Justice in Teacher Education: Self-Reflection on NETDS Experience
This article describes the National Exceptional Teaching for Disadvantaged Schools (NETDS). The purpose of the NETDS is to channel high performing teacher education students to disadvantaged schools. This paper is based on the authors' collective, critical self-reflection on designing and implementing NETDS at University of New England over the last three years. The authors use the taxonomy of three different ideological approaches—conservative, liberal and critical—to school reform as a heuristic device for their self-reflection.
Updated: Feb. 13, 2018
In this case study, two teacher educators in urban teacher education programs identify and analyze the components of teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Drawing on the data, the authors offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. They highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Updated: Jun. 11, 2017