Teacher Education

Welcome to our Teacher Education dialogue.

How best can we engage social justice pedagogies in and through our work with teacher candidates and local communities? How might we best work to ensure that our work is in solidarity with both local and national communities and struggles (e.g., Stovall, 2013)? What role do critical race theory (e.g., Solorzano & Yosso, 2001), culturally-responsive pedagogies (e.g., Ladson-Billings, 2014), equity literacies (e.g., Gorski & Swalwell, 2015), multiliteracies (e.g., Cope & Kalantzis; Kirkland, 2010), rural realities (e.g., Eckert & Petrone, 2013), queer literacies (e.g., Blackburn, 2003), work with privileged communities (e.g., Swalwell, 2013), and other grounds for our practice play in a teacher education for social justice?

How best can we engage social justice pedagogies in and through our work with teacher candidates and local communities?