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ERIC Number: EJ971059
Record Type: Journal
Publication Date: 2012-Feb-13
Pages: 22
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1207-7798
Social Justice: The Missing Link in School Administrators' Perspectives on Teacher Induction
Pinto, Laura Elizabeth; Portelli, John P.; Rottmann, Cindy; Pashby, Karen; Barrett, Sarah Elizabeth; Mujuwamariya, Donatille
Canadian Journal of Educational Administration and Policy, n129 Feb 2012
Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators' perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher induction programming in their schools and school districts, but that they regularly prioritized technical issues like classroom management and pedagogy over systemic issues like equity and social justice. When asked directly about equity, principals spoke about learning styles, special needs and differentiated instruction, but they regularly ignored new teachers' abilities to counter systemic oppression--racism, sexism, and classism. Our findings suggest that without an explicit focus on equity and social justice in provincial policy documents, teacher induction programming runs the risk of reproducing a transmission model of new teacher education. (Contains 1 figure and 2 footnotes.)
Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada