NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ747764
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
ISSN: ISSN-0022-4871
Repositioning Students in Initial Teacher Preparation: A Comparative Descriptive Analysis of Learning to Teach for Social Justice in the United States and in England
Cook-Sather, Alison; Youens, Bernadette
Journal of Teacher Education, v58 n1 p62-75 2007
Discussions of learning to teach for social justice generally focus on the social commitments, institutional structures, course content, and pedagogical processes that support prospective teachers. Missing from this array of foci is a consideration of how school students are positioned within teacher preparation and how their positioning and participation can inform prospective teachers' preparation to teach for social justice. In this article, the authors present a comparative descriptive analysis of two projects, one based in the United States and one based in England, that provide opportunities through which prospective secondary teachers are prepared to teach for social justice through direct dialogue with secondary students focused on issues of teaching and learning.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United States