Working Toward a Socially Just Future in the ELA Methods Class

This review of literature highlights the efforts teacher educators and researchers have made over the past 18 years to work toward social justice in secondary English language arts (ELA) preservice teacher (PT) education. Drawing on Dantley and Green’s framework for social justice leadership, we hig...

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Bibliographic Details
Published in:Journal of literacy research 2019-06, Vol.51 (2), p.158-176
Main Authors: Fowler-Amato, Michelle, LeeKeenan, Kira, Warrington, Amber, Nash, Brady Lee, Brady, Randi Beth
Format: Article
Language:English
Subjects:
Accountability
Beliefs
College Faculty
College School Cooperation
College students
Education
English
English language
English Teachers
Guidelines
Knowledge Base for Teaching
Language Arts
Learning Processes
Preservice Teacher Education
Preservice Teachers
Psychological Patterns
Reflection
Secondary School Teachers
Social Justice
Student Attitudes
Student teachers
Teacher Attitudes
Teacher Educators
Teacher Leadership
Teacher Role
Teaching Methods
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Summary:This review of literature highlights the efforts teacher educators and researchers have made over the past 18 years to work toward social justice in secondary English language arts (ELA) preservice teacher (PT) education. Drawing on Dantley and Green’s framework for social justice leadership, we highlight the work that teacher educators have engaged in to support secondary ELA PTs in developing (a) indignation/anger for justice through exploring beliefs about students and themselves, (b) a prophetic and historical imagination through broadening understandings about teaching and learning, and (c) accountability to students and communities through university-to-classroom transitions. We close this article by drawing on this framework to honor what we, as a field, have accomplished while acknowledging the efforts that still need to be made in working toward justice in secondary ELA PT education and, ultimately, in the schools and communities in which our PTs teach.
ISSN:1086-296X
1554-8430
DOI:10.1177/1086296X19833577