ERIC Number: EJ917624
Record Type: Journal
Publication Date: 2010
Reference Count: 3
Imperatives for Social Justice in Teacher Education: Realization in Theory and Practice
Chubbuck, Sharon M.
Teacher Education and Practice, v23 n4 p462-465 Fall 2010
"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 "social justice" in teacher education as instructing and supporting preservice teachers to enact those policies and pedagogical practices that will improve the learning and life opportunities of typically underserved students while equipping and empowering all students to work for social justice in society. The specifics of these policies and pedagogies and the best methods for preparing and assessing preservice teachers in their practice warrant considerable theoretical and empirical attention. In this article, the author restricts her focus to two aspects that she believes are imperative if teacher educators are to teach and support socially-just education in their preservice teachers.
Descriptors: Social Justice, Preservice Teacher Education, Teacher Educators, Teaching Methods, Theory Practice Relationship, Definitions, Advantaged, Disadvantaged, Affective Behavior, Racial Factors, Curriculum Implementation, Role of Education, Critical Theory, Student Attitudes, Educational Policy
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A