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ERIC Number: EJ780589
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: ERIC
Reference Count: 69
ISSN: ISSN-1068-3844
Preparing Socially Conscious Teachers: A Social Justice-Oriented Teacher Education
Ukpokodu, Omiunota Nelly
Multicultural Education, v15 n1 p8-15 Fall 2007
For decades, educators and researchers have observed practices of educational inequality in U.S. schools. In a multicultural democracy, schooling without educational equality constitutes injustice. This article explores the limitation of the current traditional teacher education in preparing highly competent and socially conscious teachers needed for today's urban school communities. Specifically, it explores traditional practices in teacher education and how they might contribute to the inadequate preparation of teachers for urban schools. It argues that unless teachers are prepared to develop a sense of consciousness of schooling as a sociopolitical context and a sense of social responsibility, the academic failure of urban students and the achievement gap will remain problematic and will continue to prepare teachers who will and cannot successfully teach in urban schools. It further argues that when teachers are prepared with a social justice perspective, they will be more able "to cultivate firmly established core beliefs and practices needed to act as change agents in their classrooms, [and] develop the knowledge, skills, and dispositions to engage in culturally responsive and responsible pedagogy." The promise of ending educational inequity and the achievement gap rests upon teacher educators who are committed to diversity, equity and social justice.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States