Search results for: Dover Alison G.
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“Learning Our Way Through”: Critical Professional Development for Social Justice in Teacher Education
While research indicates that critical professional development (CPD) can function as an alternative to dominant forms of top-down, anti-dialogical professional learning in K-12 settings, there is limited research on CPD in higher education, or among teacher education faculty specifically. In this article, the authors examine how participation in a year-long social justice-oriented faculty learning community (FLC) impacted faculty members’ identities and trajectories as social justice teacher educators and scholars. Our findings indicate that CPD can meet university-based educators’ hunger for community, professional learning, and strategic alliances, as well as increase their sense of efficacy and authenticity as social justice educators.
Updated: Sep. 21, 2020
Getting “Up to Code”: Preparing for and Confronting Challenges when Teaching for Social Justice in Standards-Based Classrooms
This article presents the results of a recent qualitative study examining how P–12 teachers enact their visions of teaching for social justice through curricular and pedagogical practices that meet, and often exceed, local accountability mandates. The teachers in this study were able to effectively enact their social justice visions through ambitious, standards-based practice. Their curriculum was broad and deep, reflected best practices in teaching ELA, and prepared students to meet state and district accountability mandates. However, teachers also reported challenges imposed by restrictive curricular policies, resistance from students and colleagues, inadequate preparation and support, and insufficient resources.
Updated: May. 11, 2015