The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education

Brittany Aronson, Racheal Banda, Ashley Johnson, Molly Kelly, Raquel Radina, Ganiva Reyes, Scott Sander, Meredith Wronowski

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

Abstract

In this article, we share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) from a PWI university. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We share our conceptualization of social justice and guiding theoretical frameworks that have shaped our pedagogy and curriculum. These frameworks include democratic education, critical pedagogy, critical race theory, critical whiteness studies, critical disability studies, and feminist and intersectionality theory. We then detail changes made across courses including examples of readings and assignments. Finally, we conclude by offering reflections, challenges, and lessons learned for collaborative work within teacher education and educational leadership.

Original languageEnglish (US)
Pages (from-to)21-39
Number of pages19
JournalJournal of Curriculum Studies Research
Volume2
Issue number2
DOIs
StatePublished - Dec 1 2020

All Science Journal Classification (ASJC) codes

  • Social Sciences (miscellaneous)
  • Education

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