Preparing Preservice Teachers for Social Justice Teaching: Designing and Implementing Effective Interventions in Teacher Education

Kitchen, Julian; Taylor, Leanne

doi:10.1007/978-3-030-29553-0_70-1

Cited by 7 publications

(2 citation statements)

References 25 publications

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“…Although the purposes differed, the answers to the questions of what inequalities were, how they were experienced, and what could be done to reduce inequalities were sought in the studies. There were many other examples of these studies in the international literature (Blanchet Garneau et al, 2021;Kitchen & Taylor, 2020;Popp et al, 2021;Valenzuela, 2017). This shows that inequalities are still a current issue, and many scholars are trying to draw attention to this topic.…”

Section: Purposes Of Addressing Inequalities In Studiesmentioning

confidence: 99%

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

GÜRSOY>

Kara

2023

Kuramsal Eğitimbilim

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This research aims to reveal trends on social inequality in curriculum studies based on the studies carried out between 2014-2019 in the international literature. For this purpose, a systematic literature review was carried out. Some criteria have been specified for the systematic literature review to determine the journals and articles to be analyzed within the research purpose and questions. In line with the determined criteria, the Scopus database was searched, and 262 curriculum studies reached as a result of the scanning were examined within the scope of addressing social inequalities. A detailed analysis was carried out on 63 studies included in terms of the target audience, the design, which inequality and curriculum dimension the studies focused on, and their purposes. The remaining data were coded on the text document through descriptive and interpretive codes. As a result of the research, it was found that social inequalities started to be handled from different perspectives and multidimensionally. Also, studies were carried out to reflect the current events, and the curriculum dimension mainly focused on the learning-teaching process and content. However, the number of applied studies was higher than theoretical ones. Moreover, the studies were carried out to demonstrate that the inequalities were legitimized and reproduced. These studies were carried out with students, teachers and documents as a data source by using the case study design in general.

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Section: Purposes Of Addressing Inequalities In Studiesmentioning

confidence: 99%

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

GÜRSOY>

Kara

2023

Kuramsal Eğitimbilim

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“…Stonewall International, 2016 for an overview of SDGs and LGBTQ+ inclusion), where the education sector is deemed a key stakeholder group in the national implementation plan (Department of Education and Skills, 2014; Department of the Environment, Climate and Communications, 2018) is notable. Taken together, we took these important developments to inform the rationale for and substance of our innovation, as well as in the education and preparation of our student teachers for social justice teaching more generally (Kitchen and Taylor, 2020) to be responsive to diversity and inclusive in their practice. Given that our innovation is rooted in this backdrop, and as we later elaborate further on our conception of this innovation, we perceive this innovation as reflective of what Cochran-Smith et al (2018) term democratic teacher educator reform, focused on deliberative democratic education and responding to societal inequities, particularly as they manifest in and through schooling.…”

Section: Literature Review Initial Teacher Education and Broader Incl...mentioning

confidence: 99%

The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity

Murphy

Dhuinn²

2022

Front. Educ.

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In this study, we explore the possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+-specific inclusion and diversity. We map and discuss important initial teacher education (ITE) and broader inclusion and diversity policy contexts relevant to this pedagogical innovation as part of a Sociology of Education module. We describe and conceptually frame the innovation as equity, social justice, inclusion and diversity focused, and as rooted in democratic ITE reform. We then explore its impact on student teachers by drawing on the discussion board posts and reflections required as part of the module. Based on our findings, we offer ITE system-focused, ITE programmatic and personal reflections as teacher educators to conclude in considering how such pedagogical partnerships and innovations can enhance ITE for inclusion and diversity and, fundamentally, in pursuing more democratic schools and society.

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Education for Social Justice. A Canadian Perspective

Majhanovich

2023

Globalisation, Comparative Education and Policy Research

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Preparing Preservice Teachers for Social Justice Teaching: Designing and Implementing Effective Interventions in Teacher Education

Cited by 7 publications

References 25 publications

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

A Systematic Literature Review on Curriculum Studies Addressing Social Inequalities

The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity

Education for Social Justice. A Canadian Perspective

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