This study highlights one semester of ongoing research reflecting how preservice English students performed dispositions for social justice. This work draws on a postmethod approach, observing participants' artifacts and participation in a variety of classroom activities. By tapping into participants' funds of social justice knowledge,…

The purpose of this research was to examine what preservice teachers learned about their intentions to provide equitable instruction in comparison to their actual teaching acts. Preservice teachers in a K-6 mathematics methods course analyzed their verbal interactions from their teaching of a mathematics lesson and used guided reflection to…

Since the 1980s, well more than half of all immigrants and children of recent immigrants are of people of color. Many recent immigrants of color communicate in their daily lives via a language (or via languages) other than English, and many immigrant children of color are emerging bilinguals, who acquire hybrid varieties of English. While almost…

Immigration is often framed as a problem, yet it is also a time of remarkable opportunity. While immigrants come to the United States from all over the world, the author focuses on the unique and urgent issues related to Latino immigration. Immigrant Latinos have changed the face of America and U.S. schools. Approximately one in five K-12 students…

As two teacher educators teaching two sections of a master's action research capstone course, we analyze (1) course content and pedagogy, (2) evolving beliefs about research, and (3) transformations in question posing as students assume the role of researchers. Our theoretical frame draws on teacher research, social justice advocacy, and the…

Civic engagement draws on the concepts of American democratic ideals such that society's interests are promulgated through the education of its citizenry. Ideas come to fruition in the form of community action, voting, involvement in the political process, and public discourse for promoting the commonwealth. Engendering in youth the commitment to…

Urban schools reflect their surroundings. Urban areas are becoming characterized by great diversity in race and class as the racial and ethnic makeup of the United States changes. In most urban schools, where the majority of students are minorities and large numbers live in poverty, the teacher attrition rate ranges from 30% to 50% within the…

This qualitative study illuminates the challenge of preparing teacher candidates to engage critically about social justice issues in their planning and instruction in a yearlong teacher education credential program in a northern California university. Using co-narrative to describe the study in tandem with thematic analyses of candidates'…

This paper argues the need for critical discourse that at once illuminates the nature of injustices that plague society and the need to examine the political and ideological as well as pedagogical nature of social justice as an imperative for teacher education and practice. Given the reality of injustices in society, there can be little question…

According to the author, teaching for social justice entails the acquisition of the following learning outcomes: (1) knowledge of the meaning, historical development, and application of human rights; (2) ability to analyze human rights from multiple perspectives; and (3) willingness to address human rights issues in local, global, intercultural,…

Social justice teacher education programs aim to prepare teachers who are able to provide high-quality, equitable opportunities to learn to all students, who are able to advocate for the transformation of not only individual classrooms but whole schools and districts, and who are able to consider their work as being connected to broader social…

The author's understanding of the process of teaching for social justice is constantly growing, yet two key steps seem lasting, crucial, and worthy of attention because of the way that they are regularly stymied in schools: First, teachers for social justice position themselves with agency; second, they arrange curriculum in a way that allows them…

In this article, the author discusses social justice as a "pedagogy of edge." She argues that educators hold the privilege to begin reframing the dialogue on social justice as a relation of all subjects and to dredge from within the meanings drawn and practices made in honor of justice. This may require a shift away from social justice as a…

"Justice" simply defined is synonymous with fairness, equity, adherence to the rule of law with impartiality. What justice means in practice in the field of education, however--how it is taught, how it is expressed in action, and how it can be supported and assessed--foments considerable confusion. In this article, the author defines the term…

These authors, all teacher educators, researchers, and scholars, are immersed across issues related to social justice in teacher education. Here, they reflect on and synthesize what they have learned from the literature, their practice, and their research to discuss social justice imperatives for teacher education. For the past 7 years, the…