Social Justice and Teacher Education: Context, Theory, and Practice
Document Type
Contribution to Book
Language
eng
Publication Date
2016
Publisher
Springer
Source Publication
International Handbook of Teacher Education, volume 2
Source ISSN
9789811003691
Abstract
Teacher education focused on social justice does not exist in a vacuum. Its theory and practice reside in a global context that can exert considerable influence on its formulation and expression, even as those very contexts also can be influenced by theory and practice as those develop over time. Examining the contextualization of teacher education for social justice with a delineation of its theory and practice is important to advance the field. With that goal in mind, this chapter examines relatively recent scholarship—theoretical and empirical—on the context, theory, and practice of teacher education informed by goals of social justice.
Recommended Citation
Chubbuck, Sharon and Zembylas, Michalinos, "Social Justice and Teacher Education: Context, Theory, and Practice" (2016). College of Education Faculty Research and Publications. 410.
https://epublications.marquette.edu/edu_fac/410
Comments
"Social Justice and Teacher Education: Context, Theory, and Practice," in International Handbook of Teacher Education, volume 2, edited by John Loughran, Mary Lynn Hamilton. Singapore: Springer, 2016: 463-501. Publisher Link.