The Logics of Justice: A Systematic Review of Teacher Education Research on Social Justice, 2012–2021

• In Event: Preparing Culturally Responsive Teachers: Moving Toward Social Justice

Abstract

Social justice has increasingly been rhetorically positioned as a central aim of teacher education in the US--even across diverse reform agendas in the field. Less is known about how the framing of “social justice” within research is guided by shifting, underlying institutional values and norms. In this paper, we conduct a systematic review of research on initial K-12 teacher education and its relation to social justice in peer reviewed articles published between 2012 and 2021. Drawing on frame analysis and institutional logics, we examine both how research on teacher education frames the issue of social justice, as well as the extent to which these frames reflect shifting underlying logics in the field of teacher education.

Authors

• Sarah Schneider Kavanagh, University of Pennsylvania
  Presenting Author

• Maya Kaul, University of Pennsylvania
  Presenting Author