Possibilities for Achieving Social Justice Ends through Standardized Means

Autor/in	Bieler, Deborah
Titel	Possibilities for Achieving Social Justice Ends through Standardized Means
Quelle	In: Teacher Education Quarterly, 39 (2012) 3, S.85-102 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teacher Education; Social Justice; Teaching (Occupation); Standards; Methods Courses; Secondary Education; English; Language Arts; Cultural Awareness; Instructional Design; Student Teachers + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Soziale Gerechtigkeit; Teaching; Lehrberuf; Standard; Methodisch-didaktische Anleitung; Sekundarbereich; English language; Englisch; Sprachkultur; Cultural identity; Kulturelle Identität; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	In 2006, the National Council for Accreditation of Teacher Education (NCATE) made a controversial decision to remove the term "social justice" from its list of desirable teacher dispositions. Arthur Wise, NCATE president at the time, conceded that the term was "susceptible to a variety of definitions" (Johnson & Johnson, 2007) and argued that key NCATE standards in fact embrace the spirit of "social justice," for example, by requiring teacher candidates to "teach consistently with the ideals of fairness and the belief that all children can learn" (Wise, 2007). Given varying beliefs about what constitutes fairness and how these beliefs might translate into practice, debate concerning use of the term "social justice" in teachers' professional standards has continued, highlighting the need for equity with regard to schools, the relationship between teachers' justice orientations and their content skills/knowledge, and the learning outcomes and environments that can be causally attributed to justice-oriented pedagogies. Now that NCATE and the Teacher Education Accreditation Council (TEAC) have, as of October, 2010, merged to become the Council for the Accreditation of Educator Preparation (CAEP), a major revision of professional standards for teacher candidates is once more underway, and decisions concerning the inclusion of the term "social justice" are again at hand. In this article, the author seeks to contribute to this conversation by sharing results of research that teases apart one of the many aspects of teacher candidates' professional practice in which "social justice" would likely be manifested: lesson planning. Specifically, she sought to identify the specific knowledge and skills that teacher candidates need in order to create community-based, justice-oriented lesson plans, which many scholars consider to be a critical feature of modern American social justice education. This article, which draws on a study of three years of secondary English student teachers' community-based lesson plan projects, addresses the tension between the standards movement and social justice goals in teacher education. It highlights both the possibilities of working within given standards as well as the promise of advocating for future standards that would explicitly require teacher candidates to identify and embrace local perspectives in order to promote equity in and through their instructional planning. (Contains 3 tables, 1 figure and 2 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10