Inquiring and Facilitating Inquiry With Students: Residents Develop a Social Justice Teaching Stance

• In Event: Roundtable Session 13
  In Roundtable Session: Cases of Learning to Engage in Social Justice Activism

Abstract

The purpose of this paper is to examine how preservice teachers (residents) develop a social justice teaching stance through a series of inquiry experiences in an urban teacher residency program (XUTR). For the last three years, two university faculty members and two doctoral assistants have developed and taught innovative inquiry based curriculum with a group of math and science residents. Although the XUTR teacher education program is grounded in social justice principles, we were concerned with how to best prepare residents to teach in urban communities. Throughout the 12 month program we invited residents to inquire into social justice issues in schools as well as facilitate a social justice inquiry with their high school students.

Authors

• Monica Taylor, Montclair State University

• Emily J. Klein, Montclair State University

• Kathryn Jill Strom, WestEd

• Gail M. Perry-Ryder, Montclair State University