Abstract
ABSTRACT In this retrospective collaborative self-study, we examined our development as justice-based social studies teacher educators. Rooted in frameworks centered on critical social studies and teacher educator knowledge and practice, an analysis of discussions and curricular-instructional materials spanning 12 years found that justice was treated as optional in early iterations of our methods courses. Yet over time, we have taken steps to move justice from the background to the foreground of our work. We discuss and offer explanations for this growth, concluding with implications for our own practice as well as those charged with structuring (and teaching within) teacher educator preparation and induction programs.
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