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66.030 - Multiple Meanings of "Education for Social Justice": From Knowledge to Practice in an Urban District
Mon, May 1, 8:15 to 9:45am, Grand Hyatt San Antonio, Floor: Fourth Floor, Texas Ballroom Salon CSession Type: Working Group Roundtable
Abstract
Researchers from four institutions compare studies on what “teaching for social justice” actually means in practice in a huge, multilingual urban school system that presages the future for US schools. We examine shifting meanings, from transforming the system to helping all students succeed within it, and consider neoliberal appropriations of “diversity” and “equity.” The discussion will move from the big picture, teacher education accreditation standards as they affect practice, to a specialized course and an entire program in teacher education, to teachers’ attempts to implement justice for themselves as workers in a charter school. We aim to build cross-institutional collaboration for research that supports pre-service and working teachers’ efforts to practice social justice and to transform the district.
Sub Unit
Chair
Papers
Council for the Accreditation of Educator Preparation Standards and Their Implications for Diversity and Social Justice in Teacher Preparation - Marta P. Baltodano, Loyola Marymount University
Preparing to Teach for Social Justice Through Participation in Intergroup Dialogue - Andrea C. Rodriguez-Minkoff, Chapman University
From Theory to Practice: How Apprentice Teachers Learn to Become Social Justice Educators - Kathryn M. Anderson-Levitt, University of California - Los Angeles; Claudia Diera, University of California - Los Angeles; Lindsey Nenadal, University of California - Los Angeles; Josephine Pham, University of California - Los Angeles; Nadine Tanio, University of California - Los Angeles
Becoming Unionized in a Charter School: Teachers and the Promise of Social Justice - Elizabeth Montaño, University of California - Davis