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ERIC Number: EJ835972
Record Type: Journal
Publication Date: 2009-May
Pages: 31
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0195-6744
Good and Just Teaching: The Case for Social Justice in Teacher Education
Cochran-Smith, Marilyn; Shakman, Karen; Jong, Cindy; Terrell, Dianna G.; Barnatt, Joan; McQuillan, Patrick
American Journal of Education, v115 n3 p347-377 May 2009
A particularly controversial aspect of teacher preparation is the increasing number of teacher preparation programs that emphasize "social justice" as part of the curriculum. This article examines how students in a program with a social justice agenda understood the concept and how their understandings played out in practice. Using interviews and observations, we show that teacher candidates focused on ensuring pupils' learning rather than merely boosting their self-esteem or spreading political ideologies, as critics of the social justice agenda suggest. In classrooms, candidates concentrated on teaching content and skills but also had a critical perspective, built on pupils' cultural resources, and attempted to reach every pupil. We argue that teaching for social justice, or what we title "good and just teaching," reflects an essential purpose of teaching in a democratic society in which the teacher is an advocate for students whose work supports larger efforts for social change. (Contains 2 tables and 5 notes.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A