NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ917625
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-0890-6459
Why, Where, and by Whom? Three Imperatives for Social Justice in Teacher Education
Howell, Penny B.; Thomas, Shelley; Kapustka, Katherine M.
Teacher Education and Practice, v23 n4 p466-470 Fall 2010
These authors, all teacher educators, researchers, and scholars, are immersed across issues related to social justice in teacher education. Here, they reflect on and synthesize what they have learned from the literature, their practice, and their research to discuss social justice imperatives for teacher education. For the past 7 years, the authors examined institutional conceptions and understandings of social justice in teacher education through conceptual frameworks. This work, as well as personal commitments to and perspectives on education for social justice, forms the basis of this article. They assert that social justice in teacher education, while shaped by scholars, is uniquely situated in each institution's context and mission and that, to provide clarity and direction for themselves as well as candidates, members of those institutions should consider "why, where, and by whom?" to frame social justice in the preparation of teachers. (Contains 1 note.)
Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A