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ERIC Number: EJ1046698
Record Type: Journal
Publication Date: 2014
Reference Count: 42
Social Justice in Teacher Education: Naming Discrimination to Promote Transformative Action
Lemley, Christine K.
Critical Questions in Education, v5 n1 p26-51 Win 2014
In this article, Christine K. Lemley presents a case study that focuses on the overarching question, "How do teacher candidates reflect on discrimination to promote transformative action?" and examines an assignment, composed of two written papers. At the beginning of the semester, the teacher candidates wrote a paper in which they identified discriminatory acts they had experienced or observed, and at the end of the semester, the teacher candidates wrote a second paper incorporating readings and class discussions to illustrate how they could transform the incidents to have emancipatory outcomes. Some of the teacher candidates described contemporary situations in which they could enact change, while most described past discriminatory acts--so the transformative actions they proposed were hypothetical. The purpose of this activity was to demonstrate how the teacher candidates could identify and access resources that they could use to promote more equity in school and community settings.
Descriptors: Preservice Teachers, Preservice Teacher Education, Case Studies, Educational Discrimination, Social Discrimination, Social Justice, Equal Education, Class Activities, Transformative Learning, Critical Incidents Method, Foundations of Education, Personal Narratives, Disproportionate Representation, Observation, Semi Structured Interviews
Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: firstname.lastname@example.org; Web site: http://academyforeducationalstudies.org
Publication Type: Journal Articles; Tests/Questionnaires; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A