The Social Justice Core Practices of Dane County Educators

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Place-Based Educational Ontologies: Teaching for Justice, Remedy, and Repair (Table 8)

Abstract

This study extends research on social justice core practices (SJCPs) in teacher education by employing a Delphi methodology to identify and contextualize SJCPs with educators in Dane County, Wisconsin. Building on a Philadelphia-based study, the research aimed to explore whether different geographic contexts yield varying SJCPs and how these practices are understood contextually. Through a Delphi method employing iterative surveys, 13 SJCPs were identified, including "foreground student agency and inquiry" and "sustain self-growth as anti-racist educators." Educators emphasized contextual factors such as macrosociopolitical oppression, district constraints, content area relevance, and personal identity in the implementation of SJCPs. Findings suggest that while many SJCPs are consistent across regions, attention to overlapping contexts in teacher education remains crucial for novices' learning.

Authors

• Andrew J. Schiera, University of Colorado - Boulder

• Joey Lubasi, University of Wisconsin - Madison

• Mark R. Olson, University of Wisconsin - Madison

• Lisa Hennessey, University of Wisconsin - Madison

• Curtis O'Dwyer, University of Wisconsin - Madison