Abstract
ABSTRACT Teachers in public schools regularly face labor oppression. Despite this reality, in research and practice, “social justice teacher preparation” has largely neglected the topic of labor struggle. We offer this community auto-ethnography as a collective reflection on how we came to our own understandings around these issues and what we learned from supporting students’ development around these topics as we co-taught a Foundations pre-service teacher preparation course. We unpack the experiences that shaped our individual relationships to issues of social justice and labor that were prioritized in the class with implications for expanding the purview of social justice teacher preparation.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.