Abstract
A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term “social justice” in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included “social justice” within their NCATE accreditation documents used the term in their articulation of program practices, goals, and values. Based on an extensive qualitative content analysis of NCATE conceptual frameworks, the authors assert that the social justice reform agenda is only weakly represented in accreditation artifacts and that there is little consensus on the enactment of social justice in teacher education, even among those programs that invoke the terminology.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: 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.
