Practices of social justice-oriented teacher education: a review of the literature
Social justice-oriented teacher education has emerged as a critical area of inquiry within the field of education. Drawing on 60 empirical papers, this scoping review examines what shared principles can be distinguished in how teacher educators shape their social justice-oriented teacher education p...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-10-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1432617/full |
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| _version_ | 1850184855580573696 |
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| author | Nina Hosseini Nina Hosseini Monique Leijgraaf Lisa Gaikhorst Monique Volman |
| author_facet | Nina Hosseini Nina Hosseini Monique Leijgraaf Lisa Gaikhorst Monique Volman |
| author_sort | Nina Hosseini |
| collection | DOAJ |
| description | Social justice-oriented teacher education has emerged as a critical area of inquiry within the field of education. Drawing on 60 empirical papers, this scoping review examines what shared principles can be distinguished in how teacher educators shape their social justice-oriented teacher education practices. Social justice-oriented teacher education practices are characterized by their focus on identifying structural inequities and disrupting unjust hierarchies, for example, in which knowledge and perspectives are undervalued or marginalized. Social justice-oriented teacher education actively engages with the context and communities in which teaching takes place. In their curriculum and pedagogical approach, teacher educators pay attention to unequal power relations and centralizing marginalized perspectives. The papers included in this review further emphasize the importance of critical reflection and enacting shared principles in ways that fit the local context and power dynamics. |
| format | Article |
| id | doaj-art-d4490e3616cd4b08aea6f88c472ce2ac |
| institution | OA Journals |
| issn | 2504-284X |
| language | English |
| publishDate | 2024-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-d4490e3616cd4b08aea6f88c472ce2ac2025-08-20T02:16:55ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-10-01910.3389/feduc.2024.14326171432617Practices of social justice-oriented teacher education: a review of the literatureNina Hosseini0Nina Hosseini1Monique Leijgraaf2Lisa Gaikhorst3Monique Volman4Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, NetherlandsIPABO University of Applied Sciences, Amsterdam, NetherlandsIPABO University of Applied Sciences, Amsterdam, NetherlandsResearch Institute of Child Development and Education, University of Amsterdam, Amsterdam, NetherlandsResearch Institute of Child Development and Education, University of Amsterdam, Amsterdam, NetherlandsSocial justice-oriented teacher education has emerged as a critical area of inquiry within the field of education. Drawing on 60 empirical papers, this scoping review examines what shared principles can be distinguished in how teacher educators shape their social justice-oriented teacher education practices. Social justice-oriented teacher education practices are characterized by their focus on identifying structural inequities and disrupting unjust hierarchies, for example, in which knowledge and perspectives are undervalued or marginalized. Social justice-oriented teacher education actively engages with the context and communities in which teaching takes place. In their curriculum and pedagogical approach, teacher educators pay attention to unequal power relations and centralizing marginalized perspectives. The papers included in this review further emphasize the importance of critical reflection and enacting shared principles in ways that fit the local context and power dynamics.https://www.frontiersin.org/articles/10.3389/feduc.2024.1432617/fullteacher educationsocial justiceequityscoping reviewstructural inequality |
| spellingShingle | Nina Hosseini Nina Hosseini Monique Leijgraaf Lisa Gaikhorst Monique Volman Practices of social justice-oriented teacher education: a review of the literature Frontiers in Education teacher education social justice equity scoping review structural inequality |
| title | Practices of social justice-oriented teacher education: a review of the literature |
| title_full | Practices of social justice-oriented teacher education: a review of the literature |
| title_fullStr | Practices of social justice-oriented teacher education: a review of the literature |
| title_full_unstemmed | Practices of social justice-oriented teacher education: a review of the literature |
| title_short | Practices of social justice-oriented teacher education: a review of the literature |
| title_sort | practices of social justice oriented teacher education a review of the literature |
| topic | teacher education social justice equity scoping review structural inequality |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1432617/full |
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