“Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice

Reagan, Emilie Mitescu; Chen, Crystal; Vernikoff, Laura

doi:10.1016/j.tate.2016.05.011

Cited by 26 publications

(16 citation statements)

References 36 publications

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“…Many programs strive to embed the tenets of social justice and to prepare future teachers to recognize and understand the ways in which neoliberalist ideologies affect their work in schools. As Reagan, Chen, and Vernikoff (2016) argue, "learning to teach for social justice is a process in which individuals explore, grapple with, and seek to address tensions that are present in current educational structures and practices" (p. 214). The ways in which we prepare teacher candidates to grapple with the numerous tensions is a key concern.…”

mentioning

confidence: 99%

Teacher Agency and Resilience in the Age of Neoliberalism

Bartell

Cho

Drake

et al. 2019

Journal of Teacher Education

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mentioning

confidence: 99%

Teacher Agency and Resilience in the Age of Neoliberalism

Bartell

Cho

Drake

et al. 2019

Journal of Teacher Education

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“…Reagan et al (2016) studied the developing social justice beliefs of participants in a residency program for teachers of ELL and special education, focusing on how families “experience marginalization and exclusion (e.g., on the basis of race, ethnicity, social class, disability, gender, nationality, sexuality, language, religious affiliation, etc. )” (p. 215).…”

Section: Resultsmentioning

confidence: 99%

“…Nor was direction provided to teacher educators to assure that students who have disabilities-whose needs were poorly addressed in these two programs-were not displaced from their intersectional experiences of oppression. Reagan et al (2016) studied the developing social justice beliefs of participants in a residency program for teachers of ELL and special education, focusing on how families "experience marginalization and exclusion (e.g., on the basis of race, ethnicity, social class, disability, gender, nationality, sexuality, language, religious affiliation, etc.)" (p. 215).…”

Section: Addressing Disability More Substantivelymentioning

confidence: 99%

Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?

Pugach

Matewos

Gomez-Najarro

2020

Journal of Teacher Education

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Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, we examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within this literature; when included, it is typically treated as an isolated marker of identity, absent considerations of intersectionality. Overcoming this marginalization of disability requires new, robust cross-faculty alliances in conceptualizing research on social justice in teacher education; adopting discursive practices that complicate disability in terms of its intersectional, reciprocal relationship with the full range of social markers of identity; and intersectionality-driven instruction connecting multiple identities and the multiple instructional strategies required to transform teacher education for social justice.

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“…In fact, within the field of education some authors maintain a critical position pointing out that most social justice educational work carried out in this field adopt rather a diffuse and ambiguous theoretical approach to social justice, without making explicit reference to the social, political, historical and philosophical roots on which it is based (Cochran-Smith, 2008;Gewirtz, 2006;North, 2006;Reagan et al, 2016).…”

Section: Social Justice In Educationmentioning

confidence: 99%

What Do Secondary Education Students Understand About Social Justice? Students Representations of Social Justice in Different Regions of Spain

Sainz

Jacott

2020

Interchange

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This quantitative empirical research analyses secondary school students' representations of social justice in different regions of Spain. 'Social Justice Representation Questionnaire-SJRQ' has been designed and implemented to conduct an empirical analysis of Social Justice in the field of education. This instrument is based on the three dimensional model of social justice (redistribution, recognition and representation). Participants of this study were 3229 secondary education students from 12 to 21 years old. The participants belong to 20 public schools in five Autonomous Communities of Spain. This study aims to determine how the concept of social justice develops in secondary education students of different educational levels and whether gender is a relevant variable. The results confirm that social justice representations of secondary education students follow a developmental trend because students of upper educational levels have a closer vision to social justice. Also, females manifest a greater predisposition towards social justice than males. This study confirm that SJRQ is a useful tool to train Social Justice oriented citizens and to develop training programs adapted to different understanding levels.

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“Teachers are works in progress”: A mixed methods study of teaching residents’ beliefs and articulations of teaching for social justice

Cited by 26 publications

References 36 publications

Teacher Agency and Resilience in the Age of Neoliberalism

Teacher Agency and Resilience in the Age of Neoliberalism

Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?

What Do Secondary Education Students Understand About Social Justice? Students Representations of Social Justice in Different Regions of Spain

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