Learning to teach in a "World Not Yet Finished": Social justice education in the middle level preservice teacher classroom

While many preservice teachers turn to teaching because they believe in the power of education in the pursuit of social justice, they also lack concrete ideas for how to bring social justice education into the middle-school classroom. With the goal of preparing social justice educators in mind, teac...

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Bibliographic Details
Published in:Middle school journal 2018-08, Vol.49 (4), p.24-34
Main Author: DeMink-Carthew, Jessica
Format: Article
Language:English
Subjects:
Adolescents
Beginning Teachers
Behavioral Objectives
Class Activities
Course Descriptions
Curriculum Design
Educational Change
Fear
Instructional Design
Learning
Learning Theories
middle level teacher education
Middle School Teachers
Middle schools
Multicultural Education
Outcomes of Education
Preservice Teacher Education
Preservice Teachers
Social Justice
social justice education
Socialization
Students
Teacher Educators
Teaching
Teaching Methods
Teaching Skills
Units of Study
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Summary:While many preservice teachers turn to teaching because they believe in the power of education in the pursuit of social justice, they also lack concrete ideas for how to bring social justice education into the middle-school classroom. With the goal of preparing social justice educators in mind, teacher educators must find ways to transform these abstract ambitions into concrete skills. In this article, I present my approach to preparing social justice educators in my teacher education classroom, including (a) example learning outcomes and classroom activities to build preservice teachers' foundational knowledge about the "why" and "what" of social justice education, (b) a process for developing social justice units using a framework called the "Three Phases of a Social Justice Unit," and (c) example classroom activities to address common fears raised by preservice teachers as they learn about social justice education.
ISSN:0094-0771
2327-6223
DOI:10.1080/00940771.2018.1488471