Practices of Compassionate, Critical, Justice-Oriented Teacher Education

Abstract

In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.’s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the development of relationships and community within our classes, (b) honored preservice teachers’ lived experiences and existing attitudes, (c) introduced preservice teachers to multiple perspectives of viewing the world, and (d) provided a vision of equitable, intellectually challenging teaching and learning. Drawing on our data, we offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. We highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.

Teacher Education and Social Justice in the 21st Century: Two Contested Concepts //Formación del Profesorado y Justicia Social en el Siglo XXI: Dos Conceptos Controvertidos

“…In its essence, justice-oriented living can be characterized by several interrelated principles including: caring and compassion for others (Conklin & Hughes, 2016); respectful consideration of other people's viewpoints and argument (i.e. dialogue) based on reason (Agarwal, Epstein, Oppenheim, Oyler, & Sonu, 2010); civic participation and cooperation and an unflagging adherence to the acceptance of diversity as well as the equitable distribution of opportunity to all people regardless of individual differences (McDonald, 2007).…”

“…Therein lays the importance of systematically defining social justice as it pertains to teacher education: only once we determine its basic principles can we then begin framing more complex conceptions around concrete pedagogical practices. Conklin and Hughes (2016) echo this awareness in their own research of a justice-oriented approach to teacher education: "In this way, we can collectively contribute to clear conceptualizations of teacher education practices focused on socially just outcomes…without these clear conceptualizations, we risk the failure of the entire movement to reform teacher education" (p. 59). Any educators pursuing socially just education must define what they mean by the term "justice-oriented teacher education", but more importantly, all educators have a responsibility to outline pedagogical strategies and practices that reflect -and uphold-the beliefs on which these definitions hinge.…”

“…For Conklin and Hughes (2016), the negotiation of complex power dynamicsreminiscent of those found within larger sociopolitical contexts-is an integral aspect of their justice-oriented teacher education curriculum, and though in an authoritative position, they posit that educators can choose to not participate in and reinscribe power dynamics to create a more democratic and open learning community" (p. 51). By working against authoritarian practices, teacher educators can model strategies through which preservice teachers can relinquish control of the classroom goings-on in order to create a community where all voices are heard and opinions recognized as important and valuable.…”

“…As teacher educators, we must reconsider our roles in the classroom through self-reflection and, at times, self-criticism. For example, in evoking Greene (1978), Conklin and Hughes (2016) argue, "By thinking about where we come from and the cultural locations in our community contexts that have influenced us thus far, we can more easily recognize our assumptions, judgments, questions, etc., and work toward understanding alternative perceptions and perspectives" (p. 54). As mentioned, this process can allow teachers to become more conscious of their personal biases and perhaps prejudices -which all people naturally rely upon to make individual assumptions and judgments about others.…”

“…Through intensive self-critique, teacher educators can unearth a cache of compassion for their students as well as a deeper understanding of the experiences which have brought them to teacher education. Conklin and Hughes (2016) Hence, this process of self-reflection requires teacher educators to actively monitor their assumptions and opinions, and to stay mindful of the times in which they succumb to bias or prejudice. The capacity for compassionate feeling towards those different from us is a critical element of justice-oriented pedagogies, paving the way for the building of interpersonal relationships and creation of learning communities.…”