Welcome to the ELATE (formerly CEE) Commission on Social Justice in Teacher Education Programs website.

  • Congratulations to all those who worked to get our Resolution on edTPA on the ballot at #NCTE16 in Atlanta, GA. Passing with a unanimous vote at the National Council of Teachers of English (NCTE) annual business meeting, this resolution states that “high-stakes teacher candidate performance assessments are a serious and imminent threat…to the teaching profession.” We believe that it is vital that our organizations represent educators, support work for a participatory and democratic society, and support meaningful assessment and accountability in our profession. To learn more about this issue, here are testimonies from some of our commission members who spoke in support of this resolution.
  • The resolution was ratified by the membership of NCTE in late March 2017, and is now NCTE’s official position. This supports our ongoing work, for “when a resolution is ratified it signals to members and the wider education community that these issues are top concerns…a resolution is a tool you can use as an educator to advocate for these issues, knowing you have the backing of a national organization in your stance” (NCTE’s position statements).

ABOUT US: The English Language Arts Teacher Educators (ELATE, formerly CEE) serves members of the National Council of Teachers of English (NCTE) who educate teacher candidates and teachers in English language arts/literacy. The ELATE Commission on Social Justice in Teacher Education Programs’s work is grounded in the belief that it is impossible to make sense of the field of English language arts without using gender, race, and class (among others) as central categories of description and analysis. This belief connects with our vision of what Moje (2007) has called a “social justice pedagogy,” a distinction from a socially-just pedagogy that seeks to ensure that all people to have opportunities to learn. A “social justice pedagogy” necessarily involves a critique of what people are learning (i.e., a critique of the broader fields and institutional arrangements that structure and produce such knowledge). As social justice teacher educators and teachers, our goal is to develop and uncover models of teaching that are flexible enough to capture and reflect the ways identities, structures and material conditions function together; to determine how teachers in English language arts see themselves and others; and to delineate the opportunities for transformation, constructive growth, and change in and through our profession.

Our current projects include expanding opportunities for social justice teacher education through CAEP Standard VI and exploring meaningful, high equity, and high excellence forms of both K-12 and teacher education. This website serves as a space for teacher educators, teacher candidates, and current teachers to share and discuss resources that can support our ongoing work for social justice. Welcome to the dialogue.

Moje, E. B. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy teaching. Review of research in education, 31, 1-44.

Thank you for visiting our site. This is a pilot, and we welcome feedback. Please post below to share your thoughts on discussion topics, resources we might add, and ways we might improve this pilot interactive site.

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  1. A thought…with a hat-tip and continued resource-sharing from this past year’s dialogues re self-reflexivity and raciolinguistics, upcoming, could there be a session especially for LGBTQIA-identified and allied teachers/cooperating teachers/student teachers/teacher educators? I’d love to see thick resources and moreover, dialogue, about the varied ways that teachers are navigating sexuality, gender, and the self (not divorced from language/race/ethnicity), esp in the ELA classroom, in order to better support teachers and create more possibilities for self-care and whole selves in the field. Thx for considering!

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