Year: 2006
Type: article
Abstract: Discussions of learning to teach for social justice generally focus on the social commitments, institutional structures, course content, and pedagogical processes that support prospective teachers. Missing from this array of foci is a consideration of how school students are positioned within teacher preparation and how their positioning and participation can inform prospective teachers’ preparation to teach for social justice. In this article, the authors present a comparative descriptive analysis of two projects, one based in the United States and one based in England, that provide opportunities through which prospective secondary teachers are prepared to teach for social justice through direct dialogue with secondary students focused on issues of teaching and learning.
Source: Journal of Teacher Education
Authors: Alison Cook-Sather, Bernadette Youens
Institutions: Bryn Mawr College, University of Nottingham
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W2010637539