Social Justice in Teacher Education: A Qualitative Content Analysis of NCATE Conceptual Frameworks

Kapustka, Katherine; Howell, Penny B.; Clayton, Christine D.; Thomas, Shelley

doi:10.1080/10665680903260101

Cited by 35 publications

(26 citation statements)

References 28 publications

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“…The gap between the theory of social justice and the practice of teaching about social justice in a college of education or engaging with colleagues to plan the teaching of social justice is quite big (Kaputska et al, 2009). Although we do not believe that the infusion of social justice can be reduced to curricular material or pedagogical methods (McInerney, 2007), we do think that a focus on teacher educators' initiatives can be informative, even if their initiative is not a successful one.…”

Section: Discussionmentioning

confidence: 98%

Demos as an explanatory lens in teacher educators’ elusive search for social justice

Oikonomidoy

Brock

Obenchain

et al. 2013

Education, Citizenship and Social

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Borrowing insights from the Ancient Greek ideal conceptions of a democratic civic space (demos), this article examines the applicability of this framework to four teacher educators' journey to implement social justice in their programs. It is proposed that the three constitutive dimensions of demos (freedom of speech, equality to vote and hold office, and equality against the law) could provide explanatory lenses to bottom-up collaborative projects in teacher education and beyond, through the illumination of both successes and failures.

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Section: Discussionmentioning

confidence: 98%

Demos as an explanatory lens in teacher educators’ elusive search for social justice

Oikonomidoy

Brock

Obenchain

et al. 2013

Education, Citizenship and Social

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“…When used in the context of teacher education it is particularly malleable with multiple meanings (Cochran-Smith, 2003;Kapustka et al, 2009). Moreover, much research and literature that is relevant to a broader concern with social 3 justice focuses on or uses other descriptive terms.…”

Section: Social Justice and Social Justice Teacher Identitymentioning

confidence: 99%

“…'Social justice' is an ambiguous and contested term and one that is often not defined or articulated clearly, particularly in relation to discussions of social justice in education (Gewirtz, 1998;Kapustka, et al, 2009;North, 2006North, , 2008Cochran-Smith, 2009). When used in the context of teacher education it is particularly malleable with multiple meanings (Cochran-Smith, 2003;Kapustka et al, 2009).…”

Section: Social Justice and Social Justice Teacher Identitymentioning

confidence: 99%

“…Addressing issues of social justice in teacher education is a growing area of concern, enquiry and practice, this is particularly so in the US (Cochran-Smith, 2009, Grant & Agosto, 2008Kapustka, Howell, Clayton & Thomas, 2009;McDonald & Zeichner, 2009;Zeichner, 2009), but also in the UK (Boylan, 2009;Farnsworth, 2010), Australia (Mills, 2012;Mills & Ballantyne, 2010), and Canada (Carson, 2005;Philpott & Dagenais, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Teacher education for social justice: Mapping identity spaces

Boylan

Woolsey

2015

Teaching and Teacher Education

111

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Teacher education requires an account of the complex ways that beginning teachers negotiate their relationships to social justice. A determinate view of identity successfully describes relationships to relatively stable social justice positions. This supports the adoption of pedagogies of discomfort and inquiry. However, socio-cultural accounts of identity emphasise indeterminate aspects of identity. The concept of striated and smooth identity space is proposed and illustrated by analysing the responses of four beginning mathematics teachers to the experience of a discomforting and inquiry based pedagogy. This challenges teacher educators to extend their pedagogies to embrace additional principles of respect and compassion.

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“…Use of the term, however, does not guarantee clarity (North, 2006) or enactment (Zeichner, 2016). While a popular term, concept, and approach in teacher education practice and research, definitions or frameworks for social justice are less frequently specific or useful enough to provide clarity and direction in order to impact institutional policy and practice Kapustka, Howell, Clayton, & Thomas, 2009). Hollins and Guzman (2005) described the impact of social justice in teacher education as "inconsistent and inconclusive" (p. 479), a line of critique echoed by Cochran-Smith, Barnatt, Lahann, Shakman, & Terrell (2009) and, more recently, Dover (2015).…”

mentioning

confidence: 99%

Being in Tension: Faculty Explorations of the Meaning of Social Justice in Teacher Education

Thomas¹,

Clayton²,

Huang³

et al. 2019

ELTL

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This study explores faculty perspectives of social justice in teacher education within one New York institution with a social justice focus. Grounded in the institution's self-study process for accreditation, the researchers were a part of a team that collected data from structured interviews, including a card sort, of 42 full time teacher educators across 16 programs in the institution. Informed by sociocultural theories (Vygotsky, 1978;Wertsch, 1991), a content analysis revealed the language selected by faculty as well as their meaning-making process and describes how individuals contextualized those meanings. Findings demonstrated a range of meanings and lack of a shared understanding about social justice. Even where apparent consensus existed around particular terminology, the content analysis revealed that individual meanings were deeply contextualized within disciplines and, thereby, were quite distinct. We raise questions regarding how to use dialogue as a meaning making process, the possibilities for a range of meanings, and the significance of contextualizing social justice. The study suggests that significant tensions remain but that "being in tension" is a critical position and potentially informative to faculty who might consider using a framework that invites more diverse perspective rather than embrace a unitary meaning of the term.

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Social Justice in Teacher Education: A Qualitative Content Analysis of NCATE Conceptual Frameworks

Cited by 35 publications

References 28 publications

Demos as an explanatory lens in teacher educators’ elusive search for social justice

Demos as an explanatory lens in teacher educators’ elusive search for social justice

Teacher education for social justice: Mapping identity spaces

Being in Tension: Faculty Explorations of the Meaning of Social Justice in Teacher Education

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