Document Type
Article
Language
eng
Format of Original
14 p.
Publication Date
5-2010
Publisher
SAGE Publications
Source Publication
Journal of Teacher Education
Source ISSN
0022-4871
Abstract
This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orientation to analyze the students’ academic difficulties and determine the cause and the solution to those difficulties, realizing that both individual and structural realities affect students’ learning. The essay then suggests how this individual and structural framework can inform the content and teaching strategies teacher educators use to instruct preservice teachers in socially just education. Finally, recommendations for research and dialogue in the teacher education community are suggested.
Recommended Citation
Chubbuck, Sharon, "Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort" (2010). College of Education Faculty Research and Publications. 128.
https://epublications.marquette.edu/edu_fac/128
Comments
Accepted version. Journal of Teacher Education, Vol. 61, No. 3 (May/June 2010): 197-210. DOI. © 2010 SAGE Publication. Used with permission.