Teacher Preparation for Social Justice: A Synthesis of the Literature From 1999–2019

• In Event: Thinking Critically About Teacher Education: Building New Pedagogical, Research, and Policy Futures

Abstract

Social justice is prevalent in teacher preparation and encompasses a large body of conceptual and empirical literature. In this paper, we provide an overview of theories of justice in teacher preparation. We review 125 empirical articles published in the U.S. and Canada between 1999 and 2019, and we examine preservice and novice teachers’ opportunities and experiences with learning to teach for social justice. Looking across the literature, we identified themes of identity, tensions between teacher preparation and school contexts, community, resistance, and emotions. We highlight gaps and redundancies across the literature, and we conclude with implications and recommendations for advancing the field.

Authors

• Elyse L. Hambacher, University of New Hampshire

• Emilie Mitescu Reagan, Claremont Graduate University