Article2010

Individual and Structural Orientations in Socially Just Teaching: Conceptualization, Implementation, and Collaborative Effort

151 citations0/0 files storedJournal of Teacher Education

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Teacher Education and Leadership Studies Critical and Liberation Pedagogy Global Education and Multiculturalism

Abstract

This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orientation to analyze the students’ academic difficulties and determine the cause and the solution to those difficulties, realizing that both individual and structural realities affect students’ learning. The essay then suggests how this individual and structural framework can inform the content and teaching strategies teacher educators use to instruct preservice teachers in socially just education. Finally, recommendations for research and dialogue in the teacher education community are suggested.

Citations in this library

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References

1986Those Who Understand: Knowledge Growth in Teaching 1997A threat in the air: How stereotypes shape intellectual identity and performance.2003Educational Leadership 1998Chronicle of Higher Education 1995Other people's children: cultural conflict in the classroom 1996The Dreamkeepers: Successful Teachers of African American Children.1986Keeping Track: How Schools Structure Inequality.1995The dreamkeepers: successful teachers of African American children

Cited by

2013Developing Socially Just Teachers 2018Teaching Contexts That Influence Elementary Preservice Teachers’ Teacher and Science Teacher Identity Development 2011Pursuing justice for refugee students: addressing issues of cultural (mis)recognition 2020Language teacher agency for educational justice–oriented work: An ecological model 2020The social justice potential of critical reflection and critical language awareness pedagogies for L2 writers 2016Feeling culture: The emotional experience of six early childhood educators while teaching in a cross-cultural context

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