Transformative Frameworks for Social Justice and Diversity in Teacher Education

• In Event: 16.056 - Roundtable Session 4
  In Roundtable Session: 16.056-18 - Self-Study to Reform Teacher Education Programs

Abstract

This paper examines the research and praxis of teacher educators engaged in social justice and diversity pedagogy in three Teacher Education programs. Using a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP), three educators discuss the complexity of their research and teaching experiences through the lens of Egbo’s (2009) seminal text, Teaching for Diversity in Canadian Schools. Specifically, the research focuses on how social justice and diversity pedagogy informed curriculum development and promoted transformative and trans-disciplinary educational praxis. This conceptual framework provided the teacher educators with the necessary knowledge base and impetus to introduce marginalization, oppression and alienation of underrepresented populations to preservice and service teachers.

Authors

• Victorina Baxan, University of Toronto

• Karen Ragoonaden, The University of British Columbia

• Awneet Sivia, University of the Fraser Valley