Teacher candidates' transformative thinking on issues of social justice

Frederick, Rona; Cave, Agnes; Perencevich, Kathleen C.

doi:10.1016/j.tate.2009.05.004

Cited by 30 publications

(18 citation statements)

References 9 publications

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“…This "apprenticeship of observation" (Lortie, 1975) appears to have a profound influence on the way teacher candidates view their own teaching practice (Frederick, Cave & Perencevich, 2010). Australian research by Sinclair, Munns and Woodward (2005) suggests that despite modern improvements to the practicum experiences, due to the limited time spent in schools, the limited scope of tasks undertaken by pre-service teachers and the haphazard organisation of practicum experiences in schools, these programs still fail to offset this prior socialisation.…”

Section: Introductionmentioning

confidence: 99%

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

Mills

2013

Asia-Pacific Journal of Teacher Education

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As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success. This article illustrates and theorises change in two Australian teachers' dispositions towards social justice over time from a Bourdieuian perspective. It attempts to inform our understanding of current pre-service teacher education program inadequacies with a view to providing implications in relation to the constraints of the limited and limiting nature of practicum placements. Fundamentally, its goal is to improve the preparedness of pre-service teachers to cater for diversity in socially just ways.2

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Section: Introductionmentioning

confidence: 99%

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

Mills

2013

Asia-Pacific Journal of Teacher Education

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“…Two aspects of practice have been emphasised in relation to this. The first is a pedagogy of inquiry into personal positionality and into the social and economic roots of injustice (Frederick, Cave, & Perencevich, 2010;de Freitas, 2008;Ladson-Billings, 1999;Lynn & Smith-Maddox, 2007;Mueller & O'Conner, 2007;Sleeter, Torres & Laughlin, 2004). The second can be summarised as a pedagogy of discomfort (Boler, 1999;Boler & Zembylas, 2003).…”

Section: Teacher Education Pedagogies For Social Justicementioning

confidence: 99%

Teacher education for social justice: Mapping identity spaces

Boylan

Woolsey

2015

Teaching and Teacher Education

112

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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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“…The article highlights the role of interpretative theory to grapple with questions related to social justice issues and plurality in teacher education (cf. Adams et al, 2007;Cochran-Smith, 2004;Frederick et al, 2009;Zeichner, 2009;Kaur, 2012).…”

Section: Evidence-based and Interpretative Approaches To Subject Contentmentioning

confidence: 99%

“…Various ways of grasping plurality and violence in turn have influenced what is seen as essential to pay regard to when subject matter is considered. Several studies have highlighted how both plurality and plural ways of comprehending subject matter are not fixed entities, but negotiable in relation to purposes of education (Greanleaf et al, 1994;Frederick et al, 2009;Frelin & Grannäs, 2010;Uzum, 2013).…”

Section: Research About Violence and Plurality In Relation To Subjectmentioning

confidence: 99%

Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden

Edling

2014

Citizenship, Social and Economics Education

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Drawing on ambitions to contest violence in education, this article challenges ideas that student teachers only need to rely on evidence-based theory in their future profession. This is accomplished by analysing and comparing theories of plurality as described in three texts used in courses at one teacher education institution in Sweden. The texts express three different theoretical discourses of approaching social challenges regarding violence, plurality in education, and teacher expectations. Hence, since violence is played out in a variety of ways, the logic of evidence-based research is insufficient when it comes to handling plurality.

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Teacher candidates' transformative thinking on issues of social justice

Cited by 30 publications

References 9 publications

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

Teacher education for social justice: Mapping identity spaces

Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden

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