Search results for: Social justice
Page 2/9 86 items
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
This study explored the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examined how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. The findings revealed that members were able to reflect on their journey of developing as social justice educators, seeing where they started and where they were still heading. This ongoing reflection and their own perception of their development kept them committed to the group and to the goal of social justice education (SJE). The findings also showed how members learned to have each other’s backs. A third result was that CIP gave members opportunities to teach SJE to others. Finally, members felt a tremendous sense of accomplishment.
Updated: Mar. 01, 2017
Navigating the Complexity of Qualitative Research in Postmodern Contexts: Assemblage, Critical Reflexivity, and Communion as Guides
Through examining related literature and incorporating the author's own experiences, she explores ethical dilemmas that social justice-oriented qualitative researchers may encounter as a result of conflicting multiplicities of difference among researcher(s), participants, and readers. Such dilemmas include incongruent interpretations between participants and researchers, and participants’ and researchers’ conflicting desires about what should be shared, intercultural (mis)interpretations, rapport issues, and conflicts between research life and home life.
Updated: Feb. 26, 2017
Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice
As two teachers/researchers committed to the values of social justice in the classroom, the authors are deeply disturbed by the explicit and implicit ways that their education system, operating through neoliberalism, reproduces the inequalities of larger society. To problematize and deterritorialize dominant neoliberal notions of schooling, education, teaching, and learning in their classrooms, they embarked on a co/autoethnographic self-study of their teaching practice. Findings, or becomings, indicate that the concepts of the rhizome can be practically put to work in the classroom to raise consciousness and inform thinking about resisting the neoliberal status quo.
Updated: Nov. 09, 2016
The purpose of this study was to assess the impact the mathematics education course had on teacher candidates' (TCs) ability to enact social justice pedagogy (SJP). The results reveal two important findings. The first finding is TCs in this teacher-research study were successful in enacting social justice oriented mathematics lessons as demonstrated through microteaching episodes. The second finding is TCs’ beliefs can be changed as a result of taking mathematics education courses. The results of this study have shown that teacher candidates’ beliefs about teaching for social justice as well as their practices are malleable.
Updated: May. 31, 2016