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Community-Engaged Teacher Preparation and the Development of Dispositions for Equity and Social Justice

  • Eva M. ZygmuntEmail author
  • Kristin Cipollone
  • Susan Tancock
Living reference work entry

Abstract

Drawing upon the 10-year history of a program of community-engaged teacher preparation situated in a predominantly marginalized/minoritized neighborhood, this chapter focuses upon the development of teacher dispositions for equity and social justice. The authors highlight how a program, alongside a cadre of community mentors, cultivates the requisite dispositions to become culturally responsive educators and ensure a socially just and equitable educational experience for the children they teach and from whom they are profoundly privileged to learn. The chapter details community-engaged and reflective pedagogies instituted within the context of an integrated and interdisciplinary semester of coursework, wrapped around a practicum experience in local schools. The authors assert the plausibility of assessing dispositions toward equity and social justice and call for a mandate to include them in the language of teacher preparation accreditation standards if the vision of education equity is to become a reality.

Keywords

Dispositions Teacher preparation Community-engaged Equity Social justice Critical service learning Dialogue journals Courageous conversation Interdisciplinary coursework Conceptual framework 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Eva M. Zygmunt
    • 1
    Email author
  • Kristin Cipollone
    • 1
  • Susan Tancock
    • 1
  1. 1.Ball State UniversityMuncieUSA

Section editors and affiliations

  • Fenwick English
    • 1
  1. 1.Ball State UniversityMuncieUSA

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