Perpetually "needs improvement": pre-service teachers' knowledge of social justice and education
Year: 2015
Type: dissertation
Abstract: The author of this thesis uses grounded theory methodology to illuminate pre-service \nteachers? understandings of social justice concepts, theories, and perspectives at the beginning of \ntheir teacher education programs. Pre-service teachers? perceptions of inequity, marginalization, \nand deep systematic oppression, and how these perceptions are influenced by their positionalities \nand inform their views of social justice education, are explored. Such an exploration involves an \nanalysis of how inequality, power, and privilege are embedded within social structures and \nperpetuated through socialization in educational contexts. In analysis of their experiences shared \nthrough online surveys, the author uncovers multiple complexities in pre-service teachers? \nunderstandings of social justice and social justice education. While the majority of participants \nfelt a moral responsibility to engage in social justice education, their conceptualization of such \nconcepts was heavily influenced by discourses of tolerance and individualism, both of which \nserve to perpetuate social injustices. Recommendations for teacher education programs are \nprovided in an attempt to increase pre-service teacher understanding of social justice, and their \nroles and responsibilities in relation to social justice in their future work as educators.
Author: Shannon Tersigni
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
Funder: Lakehead University
OpenAlex ID: W2247625685