Unforgetting Justice in Teacher Preparation: A Curriculum Analysis for Equity and Futuring

• In Event: Critical Curriculum Issues in Higher Education: Access and Teacher Preparation

Abstract

This study analyzes the Elementary Teacher Education Program at a mid-Atlantic public university in response to calls for equity and culturally responsive pedagogy. Using Posner’s (2004) framework—it examines curriculum documents for purpose, content, and implementation. Findings highlight reflective practice as a curricular feature, though its depth varies, and demonstrate alignment with standards; however, gaps remain in the integration of social justice and culturally sustaining pedagogy. The study underscores tensions between standardization and equity, calling for curriculum revision, faculty development, and institutional commitment to anti-racist, intersectional approaches. It offers a model for justice-oriented curriculum analysis and transformative teacher education.
Keywords: Teacher education, equity in education, collective empowerment

Author

• Asli Neriman Ogulcuklu Cevik, Pennsylvania State University