“Promoting Acceptance” or “Preparing Warrior Scholars”: Variance in Teaching for Social Justice Vision and Praxis

Dover, Alison G.

doi:10.1080/10665684.2015.1056710

Cited by 24 publications

(11 citation statements)

References 26 publications

(29 reference statements)

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“…The experiences, realities and knowledge (or lack thereof) will determine the view an individual has on democratic education, consequently informing their pedagogical practices (Dover 2015). Teachers and teacher education programmes that advocate for a sole, universalised and global teacher preparation programme that will advance their individual goals of democracy are uninformed about teaching in a diverse society and the importance of social justice (De Lange et al 2014:748-766).…”

Section: The Significance Of Social Justice Praxis In South African Educationmentioning

confidence: 99%

Building a vision for social justice praxis for teacher education through service-learning

Schoonen¹,

Wood²,

Kruger³

2021

Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring

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The thesis of this volume is that the fields of scholarly enquiry of education -internationally as well as in South Africa in particular -despite being fields of virile scholarly activity and output, are in need of a major overhaul. In this collected work, this want in research is encapsulated in three words: relevance, rigour and restructuring. Research in the scholarly field(s) of education is predominantly of small scale, non-accumulative, widely condemned as not of a comparable standard to research conducted in other social sciences, much less at par with research in the natural sciences, and lacking structure in the sense of being anchored in a firm theory. To make matters worse, scholars in education internationally have till very recently and in South Africa still eschew discussion as to the packaging or structuring of knowledge produced by education research. The book consists of chapters all containing original research unpacking these desiderata from a variety of angles. The authors had them served by a variety of methods, from deductively argued position papers to empirical research, the latter both quantitative (survey research) and qualitative. In the concluding parts of the book, three main objectives are tabled as to how to proceed to produce rigorous, relevant and structured research. The first is that a unified theory of education should take education as it appears in the world, as its prime object of research, rather than attempt to construct a theory of education deduced from theories extant in cognate social sciences or humanities, such as sociology, psychology or philosophy. Secondly, a theory of education should have a normative superstructure, and in this regard, the creed of human rights is suggested as a place to look for such a normative superstructure. Even in the miniscule amount of research abroad recently devoted to the structuring of education knowledge, scholars have contended with an analysis of existing practices in packaging education knowledge in different national settings, and have refrained from assessing these, much less made suggestions as to how to proceed to the construction of a theoretical edifice superseding national boundaries. Thirdly, in construction of a comprehensive theory of education, scholarship should carefully negotiate the field of tension between striving towards the scientific ideal of universally valid statements and reflecting the specificities of different contexts. In this regard, the tools and expertise of scholars in the field of comparative and international education are highlighted as a valuable resource. In bringing into the spotlight of scholarly investigation the need to bring rigour, relevance and above all structure in the production of knowledge of education, the book offers original research. The similarity report of an iThenticate analysis confirms that the work contains no plagiarism. The book is a scholarly book, aimed at scholars of education, with a message as to how they can raise the state of scholarship in education.

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Section: The Significance Of Social Justice Praxis In South African Educationmentioning

confidence: 99%

Building a vision for social justice praxis for teacher education through service-learning

Schoonen¹,

Wood²,

Kruger³

2021

Education Studies in South Africa: The Quest for Relevance, Rigour and Restructuring

View full text Add to dashboard Cite

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Section: Teacher Education and Supporting Immigrant-origin Students And Their Teachersmentioning

confidence: 99%

Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers

Kirksey

2021

Journal of Teacher Education

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For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. I surveyed new teachers in preservice and after 1 year of teaching ( N = 473) using survey instruments developed by Cohen and colleagues along with additional constructs developed via pilot testing. New teachers reported that immigration enforcement negatively impacted their students and their job satisfaction. Teachers exposed to discussion of immigration policy and teachers who reported engaging with immigrant families in preservice were more likely to view themselves as prepared to support students. I discuss differences for teachers in urban, Title I, and elementary settings.

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“…TPPs have historically addressed these goals through a combination of coursework, field experiences, and summative assessments, such as teacher licensure exams. While the preparation of social justice-oriented teachers is an increasingly prevalent aim articulated in the missions across teacher preparation programs (Agarwal et al, 2010;Dover, 2015;Kapustka, et al, 2009;McDonald & Zeichner, 2009;Whipp, 2013), there is surprisingly little research in the field of teacher education with respect to how TPPs embed preparation for novice teachers to educate and support immigrantorigin students (Goodwin, 2002(Goodwin, , 2017. Among the research that exists, the predominant focus has been on the training for new teachers to support students with English language acquisition (Hillburn, 2014), but there are other needs beyond language acquisition that scholars have long-argued should be explicit aspects of the preparation of novice teachers to support immigrant-origin students.…”

Section: Teacher Education and Supporting Immigrant-origin Students And Their Teachersmentioning

confidence: 99%

Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence from a Survey of California Teachers

Kirksey¹

2020

Preprint

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Now more than ever, teacher preparation programs (TPPs) are being held accountable by policymakers to ensure teachers possess the knowledge and skills to support student success even when students experience significant challenges outside of school. For teachers of immigrant-origin students and their peers, one challenge is ensuring these students are successful, even when they are experiencing stressors in times of heightened immigration enforcement. This study examines whether new teachers experience the impacts of immigration enforcement and are prepared to support students who are impacted. Using survey data collected from seven TPPs in preservice and after one year of in-service teaching (n=473), findings suggest new teachers report experiencing impacts from immigration enforcement on their students and themselves. Results suggest discussion of immigration policy and engagement with immigrant families in preservice was linked with feelings of preparedness to support students. Differences for teachers in urban, Title I, and elementary settings are discussed.

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“Promoting Acceptance” or “Preparing Warrior Scholars”: Variance in Teaching for Social Justice Vision and Praxis

Cited by 24 publications

References 26 publications

Building a vision for social justice praxis for teacher education through service-learning

Building a vision for social justice praxis for teacher education through service-learning

Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers

Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence from a Survey of California Teachers

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