Abstract
This case study of an English methods course examines how preservice teachers demonstrate knowledge, skills, and dispositions for social justice teaching. Qualitative analyses of participants’ performances on two signature course assessments, micro-teaching and unit planning, show how opportunities to demonstrate socially just teaching practices are both afforded and missed. The study and course design draw from theories and practices of critical multicultural education, culturally relevant teaching, and equity literacy. Findings indicate that despite our best intentions, course assessments did not fully support engagement with, or applications of, social justice principles.
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