Justice-Oriented Teaching Dispositions in Urban Education: A Critical Interpretive Case Study

Abstract

The effects of professional teacher dispositions on student development have been widely documented. Yet there is limited discussion of the impact of socially just dispositions. The present study critically examines the relationship between justice-oriented mind-sets in preservice teachers and their perceptions of teaching in urban schools. Using critical interpretive case study, we analyze a series of journal reflections from a diverse group of prospective teachers to determine whether exposure to service-learning opportunities within an urban school influenced their views about urban schools and students. As a result of the findings from the study, recommendations for teacher education are addressed.

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

“…Critical case studies are a specific form of empirical inquiry which enables richly contextualized understandings of phenomenon being studied. Moreover, in critical case studies researchers attempt to not only understand how social processes develop over time but also deepen analysis of social justice including “our conceptions of power and privilege through participants’ interpretations of their contexts” (Butler et al, 2018, p. 11). The goal is to help lay the groundwork for critical analytical generalizations and not statistical generalization (Bramley & Eatough, 2005; Yin, 1994).…”

Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education

“…Further, such science teachers recognize how structural, anti-Black, and other forms of racism influence minoritized learners' differential opportunities to learn. Both in and outside of science education, it takes time for all teachers to develop such a disposition (Achinstein & Athanases, 2005;Butler et al, 2021;Larkin et al, 2016;Mensah, 2013Mensah, , 2019. As such, science teacher educators must support PSTs in developing antiracist teaching dispositions to strengthen minoritized learners' school success and educational futures.…”

Collaborating for Equity in Urban Education: Comprehensive Reform in an Innovative University/School Partnership

“…Partnerships can take the form of Professional Learning Schools that focus on teacher training, curriculum development, and service learning (Butler et al, 2021; Darling-Hammond, 2012; Eyler & Giles, 1999; Fahey, 2011; Goodlad et al, 2004; Kronick et al, 2011; Ladson-Billings & Gomez, 2001; Professional Development Schools, 1995; Walsh & Backe, 2013). These types of partnerships focus mostly on teacher and administrator preparation where the schools typically serve the university as a training site.…”