Speak Truth to Power Ourselves Teaching Social Justice in a Teacher Residency Program

The current study is part of a larger case study of faculty and staff methods at a teacher residency program. Teacher residencies, which were founded in the early 2000s, have an explicit mission of serving historically marginalized populations. However, more research is needed to better understand h...

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Bibliographic Details
Published inTeacher education quarterly (Claremont, Calif.) Vol. 47; no. 3; pp. 75 - 95
Main Author Beck, Jori S.
Format Journal Article
LanguageEnglish
Published San Francisco Caddo Gap Press 01.07.2020
Subjects
Beliefs
College Faculty
College School Cooperation
Curricula
Disproportionate Representation
Equal Education
Learning
Literature Reviews
Minority Group Students
Power Structure
Preservice Teacher Education
Preservice Teachers
Social Justice
Student Characteristics
Students
Teacher Attitudes
Teacher education
Teacher Education Programs
Teacher Educators
Teaching
Theory Practice Relationship
Truth
United States > US
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Summary:The current study is part of a larger case study of faculty and staff methods at a teacher residency program. Teacher residencies, which were founded in the early 2000s, have an explicit mission of serving historically marginalized populations. However, more research is needed to better understand how these programs implement social justice teacher education. Indeed, there is a dearth of literature regarding the application of social justice practices in teacher education and the social justice beliefs of teacher educators. The interviews, documents, and observations collected for this study revealed a robust theme of social justice in participants’ beliefs and their curricula and pedagogies both in the classroom and in community-based work. These findings have implications for research in teacher education as well as the literature on teacher residencies specifically.
ISSN:0737-5328