Search results for: Social foundations
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Disability Studies in Education and Justice-Oriented Teacher Preparation: Understanding the Barriers and Possibilities of Integrating Critical Visions of Disability
The authors’ self-study examines their integration of concepts from the field of Disability Studies in Education (DSE) into their introductory special education and educational foundations courses in two different accredited teacher preparation programs. Using narratives and shared dialogues about their curricular deliberations, they explored the barriers and possibilities of bringing critical visions of disability into the dominant teacher education curriculum. While barriers such as their positioning as contingent faculty and graduate students hindered their adaptation of the “official” curriculum of their programs, they found that such changes afforded important possibilities for justice-oriented teacher preparation. They discuss their realization of DSE as the “null curriculum” in their programs and the need to break away from the curricular status quo in their courses. Their conclusions explore how the integration of DSE informed concepts generated unique opportunities for exploring social justice concepts with the next generation of teachers.
Updated: Apr. 25, 2022
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
Drawing on student and instructor diaries and diary summaries, the article reports on a self-study of a social foundations course as the author, inspired by C. Wright Mills, attempted to make foundations relevant and powerful by linking biography - students' life experience - and history. From the data, themes of importance to teacher educators are identified. Changes in student perceptions of teaching and learning and promising practices are noted and discussed.
Updated: Jun. 02, 2008