Cultivating Sociospatial Justice Dispositions by Unpacking Geo-Histories

• In Event: Roundtable Session 91
  In Roundtable Session: How Do We Reconcile NCATE (National Council for Accreditation of Teacher Education) and Social Justice (Broadly Defined)?

Abstract

Teacher education programs are accountable to the high-stakes testing movement, which translates into preparing candidates who can prepare students for the onslaught of standardized testing. The time-based policy that is relevant during a given spacetime has great potential to be transmitted into secondary or elementary classrooms. Therefore understanding how pre-service teachers understand socio-spatial justice and how that translates into their praxis becomes vital for impacting systemic change. This two-year study explores how preservice English teacher candidates understood how their dispositions toward social justice had the power and potential to impact their classroom and promote agency in students’ evolving geo-histories.

Author

• SJ Miller, University of Missouri - Kansas City