Abstract
In this article, we share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) from a PWI university. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We share our conceptualization of social justice and guiding theoretical frameworks that have shaped our pedagogy and curriculum. These frameworks include democratic education, critical pedagogy, critical race theory, critical whiteness studies, critical disability studies, and feminist and intersectionality theory. We then detail changes made across courses including examples of readings and assignments. Finally, we conclude by offering reflections, challenges, and lessons learned for collaborative work within teacher education and educational leadership.
Highlights
In 2000, Sonia Nieto argued that in order to put equity at the center of teacher education, schools and universities must “radically transform their policies and practices if they are to become places where teachers and prospective teachers learn to become effective with students of all backgrounds in U.S schools” (p. 180)
We conclude by offering reflections, challenges, and lessons learned for collaborative work within teacher education and educational leadership
Our collaborative work does offer examples of how faculty can organize around social justice teacher education (SJTE) to advocate for curriculum changes at their own respective institutions
Summary
In 2000, Sonia Nieto argued that in order to put equity at the center of teacher education, schools and universities must “radically transform their policies and practices if they are to become places where teachers and prospective teachers learn to become effective with students of all backgrounds in U.S schools” (p. 180). Career and pre-service teachers (PSTs) report that they are underprepared to have conversations about race in their classrooms; only 31% of 386 surveyed teachers reported their teacher education programs prepared them for this type of social justice work (Milner, 2017). In agreement with these scholars, we argue that social justice is a crucial part of effective teaching and should be the core of teacher education
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