Supporting Critical Multicultural Teacher Educators: Transformative teaching, social justice education, and perceptions of institutional support

2020 ◽  
Vol 31 (3) ◽  
pp. 265-285
Author(s):  
Paul C. Gorski ◽  
Gillian Parekh
Keyword(s):  
Social Justice ◽  
Teacher Educators ◽  
Social Justice Education ◽  
Institutional Support ◽  
Transformative Teaching ◽  
Multicultural Teacher

scholarly journals Beyond Ethnic Tidbits: Toward a Critical and Dialogical Model in Multicultural Social Justice Teacher Preparation

2016 ◽  
Vol 18 (2) ◽  
pp. 125 ◽  
Author(s):  
Christina Convertino
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Developmental Process ◽  
Social Justice Education ◽  
Approaches To Learning ◽  
Practitioner Research ◽  
Shared Knowledge ◽  
Key Features

This praxis article outlines the value of using a critical and dialogical model (CDM) to teach multicultural social justice education to pre-service teachers. Based on practitioner research, the article draws on the author’s own teaching experiences to highlight how key features of CDM can be used to help pre-service teachers move beyond thinking about multicultural education as ethnic tidbits. Illustrative examples of CDM-in-use demonstrate that  learning about multicultural social justice education is a social and developmental process that requires teacher educators to scaffold complex ideas by using dialogical approaches to learning that incrementally build on emergent and shared knowledge.

Conversations Worth Having: Linking Social Justice Education to the Co-Curricular

2014 ◽  
Author(s):  
Michele Ribeiro ◽  
Teresita Alvarez-Cortez ◽  
Christopher Hughbanks ◽  
Eric Alexander
Keyword(s):  
Social Justice ◽  
Social Justice Education

Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education

2017 ◽  
Vol 22 (5) ◽  
pp. 625-647
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Ali Fuad Selvi
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Positioning Theory ◽  
Language Teachers ◽  
First Person ◽  
Person Plural ◽  
Multicultural Teacher Education ◽  
First Person Plural ◽  
Multicultural Teacher

This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. we, us, our, ours). Positioning theory is used as a theoretical framework to examine the textbook authors’ uses of first person plural pronouns and to understand how these pronouns perform reflexive and interactive positioning and fluidly (re)negotiate and (re)delineate the borders between ‘self’ and ‘other.’ The findings suggest that first person plural pronouns are used extensively in the focal textbooks to refer to such groups as authors, Americans, humans, teachers, and teacher educators. Expressing differing levels of ambiguity in interpretation, these pronouns play significant roles in the discursive representations of inclusivity and exclusivity across topics of multicultural education. This study implicates that language teachers should use criticality and reflexivity when approaching exclusionary discourses and representations that neglect the particularities of individuals from different cultures.

scholarly journals Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School

2017 ◽  
Vol 9 (2) ◽  
pp. 112-131 ◽  
Author(s):  
Grace S. Kim ◽  
Vali D. Kahn ◽  
John Tawa ◽  
Karen L. Suyemoto
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
High School Teachers ◽  
Social Justice Education ◽  
Group Processes ◽  
Ripple Effect ◽  
School Students ◽  
Social Inequities ◽  
School Youth

Social justice education aims to develop critical thinking about social inequities and social responsibility to increase civic engagement in high school youth. While high schools increasingly recognize the importance of social justice education, teachers are often initially under-prepared to teach this material, particularly about managing challenging emotions, and working with a group- processes as students work with social justice content and process. Psychologists are often asked to be diversity consultants or instructors, creating opportunities to contribute to social justice education. Drawing from implementation science, this paper describes a model of collaboration between university-based psychologists and high-school educators in providing a social justice course to high school students. Our education model enabled a multi-layered collaborative network that maximized the contributions of collaborators (i.e., Students, High School Teachers, Consultants, and Mentor) and enabled sustainability within the high school.

scholarly journals Black Educational Leadership: The State of the Art in Ontario Elementary Schools

2018 ◽  
Vol 1 ◽  
Author(s):  
Evra Trought-Pitters
Keyword(s):  
Social Justice ◽  
Elementary Schools ◽  
Literature Review ◽  
Black Students ◽  
Cultural Capital ◽  
State Of The Art ◽  
Social Justice Education ◽  
Close Reading ◽  
The Media ◽  
Leadership Discourses

The current educational system upholds principles and practices that covertly support institutionalized oppression while affirming and legitimizing privilege and entitlement for students, teachers, and administrators who emulate the cultural capital of the dominant Western culture. This systematic literature review, explored ways in which Black leaders have enacted social justice education in Ontario elementary schools from 1970 to 2017. I have searched six academic databases, peer reviewed journals, the media, academic and professional articles and used close reading and textual analysis to critique Social Justice Leadership discourses. Barriers still exist to Black students’ progress. More research is needed for meaningful social change

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