Mirrors and Windows: A Review of Self-Study Literature on Social Justice Teacher Education

• In Event: 35.071 - Perspectives on Social Justice in Self-Study

Abstract

This paper explores self-study research on teacher education through a social justice lens. We examine approaches self-study researchers used to implement a social justice education. We define social justice teacher education, describe our methodology and identify two themes that resulted from our analysis i.e., mirrors and windows. The mirror represents self-studies which focus on the identities of the authors, their work as teachers, roles as researchers, and their use of self-study to reflect upon and improve their teaching. The window denotes self-studies which describe the process of implementing systemic change in teacher education programs, and the contextual factors which affect the work of teacher educators. We conclude with recommendations for future self-study research in teacher education for social justice.

Authors

• Patience A. Sowa, Senior Research Education Analyst

• Cynthia M. Schmidt, University of Missouri - Kansas City