Long Overdue: Rethinking Research on Social Justice in Teacher Education From an Intersectionality Perspective

• In Event: Roundtable Session 25
  In Roundtable Session: Interrogating Patterns in Teaching for Social Justice

Abstract

In keeping with the 2014 theme of AERA, this proposal “takes stock” of an enduring and durable field of research in teacher education, namely, preparing teachers for their responsibilities as social justice educators, raising questions about the adequacy of this research base. Based on a rigorous review of twenty years of empirical research on social justice in teacher education, this study fundamentally interrogates the limitations of how teacher educators frame social justice as a research enterprise. Using disability as an instructive example of the limitations, the analysis pays particular attention to the way social markers of identity are used, and suggests a more holistic framework based on the concept of intersectionality.

Authors

• Marleen Carol Pugach, University of Wisconsin - Milwaukee

• Joyce Melissa Gomez-Najarro, University of Southern California

• Ananya Mukhopadhyay, University of Southern California