Document Type
Article
Version
Postprint
Publication Title
Journal of Teacher Education
Volume
58
Publication Date
2007
Abstract
Discussions of learning to teach for social justice generally focus on the social commitments, institutional structures, course content, and pedagogical processes that support prospective teachers. Missing from this array of foci is a consideration of how school students are positioned within teacher preparation and how their positioning and participation can inform prospective teachers’ preparation to teach for social justice. In this article, the authors present a comparative descriptive analysis of two projects, one based in the United States and one based in England, that provide opportunities through which prospective secondary teachers are prepared to teach for social justice through direct dialogue with secondary students focused on issues of teaching and learning.
Publisher's Statement
© 2007 by SAGE Publications.
Citation
Cook-Sather, Alison, and Bernadette Youens. "Repositioning Students in Initial Teacher Preparation: A Comparative Descriptive Analysis of Learning to Teach for Social Justice in the United States and in England." Journal of Teacher Education 58, no. 1 (2007): 62-75.
DOI
10.1177/0022487106296216