ERIC Number: EJ997277
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 40
Social Justice in Preservice and Graduate Education: A Reflective Narrative Analysis
Olson, Margaret R.; Craig, Cheryl J.
Action in Teacher Education, v34 n5-6 p433-446 2012
This research shows how two teacher educators, one from Canada and one from the United States, have attempted to imbue their preservice and graduate education practices with a sense of social justice, despite the downgrading of the importance of social justice by accreditation agencies such as National Council for the Accreditation of Teacher Education (NCATE) in the United States. Most specifically, narrative exemplars (Lyons & LaBoskey, 2002) are presented and reflectively analyzed through Connell's (1993) three principles of curricular justice, which lead toward or away from social justice in preservice and graduate education. As a consequence of this inquiry into lived educational practice, rich insights into teaching, learning, and human interaction emerge.
Descriptors: Foreign Countries, Teacher Educators, Preservice Teacher Education, Graduate School Faculty, Graduate Study, Educational Practices, Social Justice, Value Judgment, Accreditation (Institutions), Perspective Taking, Curriculum Development, Personal Narratives
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Canada; United States