Abstract
University-based teacher education program curricula vary widely across the United States, yet some programs share a commitment to prepare preservice students from an explicitly social justice perspective. This chapter begins with an overview of approaches and concerns that fall under the umbrella of social justice-oriented teacher education. Then, two broad commitments of such programs are explored in some detail: (1) it is important for teachers to assume a capacity—rather than a deficit—orientation to young children, their families, and their communities; and (2) it is important for teachers to develop knowledge of oppression, a keen eye for inequity as it functions in schools, and a commitment to equity pedagogy. Next, I describe two pedagogical approaches used in one teacher education program: inquiry and multilevel–multicultural instructional planning; and detail how these help prepare educators to teach from a social justice perspective. The chapter concludes by outlining a theoretical framework for researching classroom-based practices of graduates of social justice-oriented teacher education programs.
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- 1.
Much of this list is from our collaboratively authored program position paper on inclusive education by the faculty of the Teachers College Elementary Inclusive Education Program.
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Oyler, C. (2011). Preparing Teachers of Young Children to be Social Justice-Oriented Educators. In: Fennimore, B., Goodwin, A. (eds) Promoting Social Justice for Young Children. Educating the Young Child, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0570-8_13
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