Preparing Preservice Teachers for Social Justice Teaching: Designing and Implementing Effective Interventions in Teacher
Social justice has emerged as a major trend in teacher education due to increased diversity and persistent inequality. While there is a compelling need for social justice teacher education, designing and implementing effective interventions in teacher edu
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Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Architecture: Designing Social Justice Teacher Education in Relation to Theory and Context . . . Cochran-Smith’s Groundwork for a Theory of Social Justice for Teacher Education . . . . . . Cartography of the Landscape of Socially Just Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . Landscape of Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Practical Interventions for Social Justice Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Engineering: Applying Principles of Teaching and Learning to Social Justice Teacher Education’s Design and Function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Enacting a Pedagogy of Social Justice Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Systems Thinking About Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Equity Literacy Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dispositions of Teacher Candidates and Teacher Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anticipating Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Approaches to Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interior Design: Curriculum and Pedagogy in Social Justice Courses . . . . . . . . . . . . . . . . . . . . . . . . . . Framing Identities and Building Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Building Social and Critical Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Historical, Institutional, and Structural Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Moving Towards Action in Classrooms and Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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J. Kitchen (*) Faculty of Education, Brock University, Hamilton, ON, C
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