Identifying a Core Set of Social Justice Practices: A Delphi Expert Educator Panel Approach

• In Event: Honing Humanizing Practices: Nurturing Resilience, Mindfulness, and Justice in Teacher Education

Abstract

As movements, Practice Based Teacher Education and Social Justice Teacher Education might collaborate to support teacher candidates developing as social justice educators. This study draws on the sociocultural and critical perspectives beneath these movements to conceptualize social justice core practices at their intersection. Researchers used a Delphi expert approach comprised of 27 social justice educators to work towards group consensus on the social justice practices students in our city deserve. This paper presents 13 social justice core practices that they identified, as well as the themes and tensions that emerge when their commentary is viewed from sociocultural and critical perspectives in preparing social justice educators.

Authors

• Andrew J. Schiera, University of Wisconsin - Madison

• Nicole Mittenfelner Carl, University of Pennsylvania

• Jasmine Marshall-Butler, University of Pennsylvania Graduate School of Education