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Preparing Teachers to Teach for Social Justice

Mirrors and Windows
  • Patience A. SowaEmail author
  • Cynthia Schmidt
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

This chapter focuses solely on self-study research that intentionally examines teaching and teacher education through the lens of social justice. Our research questions center on approaches self-study researchers use to implement a social justice education in their courses and teacher education programs. We define social justice teacher education and describe the criteria used for selecting research articles from 2002 to 2017 that met the criteria. We describe our methodology and identify two broad themes that resulted from our analysis of the research articles, i.e., mirrors and windows. The mirror represents self-studies which focus on the identities of the authors, their work as teachers, their roles as researchers, and their use of self-study to reflect upon and improve their teaching. The window denotes self-studies which describe the process of implementing systemic change in teacher education programs and the contextual factors which affect the work of teacher educators. Research articles are further described as they relate to the two themes. We conclude with recommendations for future self-study research in teacher education for social justice.

Keywords

Self-study Teacher education Teaching for social justice Socially just teacher education Teacher education programs 

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Copyright information

© This is a U.S. Government work and not under copyright protection in the U.S.; foreign copyright protection may apply 2019

Authors and Affiliations

  1. 1.RTI InternationalResearch Triangle ParkUSA
  2. 2.Kansas CityUSA

Section editors and affiliations

  • Monica Taylor
    • 1
  1. 1.Department of Secondary and Special EducationMontclair State UniversityMontclairUSA

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