Contested Terms: Social Justice Teacher Educator’s Work in California

• In Event: AERA Poster Session Saturday 11:45 am
  In Poster Session: Teacher Agency, Activism, and Leadership - Div K Section 2

Abstract

California is among the leading states in teacher preparation, preparing over 10% of US teachers. Social justice-oriented teacher educators must navigate state policy contexts and complex socio-cultural contexts while maintaining commitments to justice and equity. This study explores how five CA-based social justice teacher educators describe terms, practices, and contexts shaping their work. Despite contested terms and varying practices, the socio-political context of California shapes and constrains the work of social justice teacher educators. Findings suggest the struggle is ongoing and California teacher preparation programs face regressive and aggressive pushback influencing their ability to sustain social justice teacher preparation.

Authors

• Mayeen Quader, University of California - Riverside

• A. Lin Goodwin, Boston College