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?
- Blackburn, M. (2003). Exploring Literacy Performances and Power Dynamics at the Loft:” Queer Youth Reading the World and the Word”. Research in the Teaching of English, 467-490.
- Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New literacies, new learning. Pedagogies: An international journal, 4, 164-195.
- Eckert, L. S., & Petrone, R. (2013). Raising issues of rurality in English teacher education. English Education, 46, 68.
- Gorski, P. C., & Swalwell, K. (2015). Equity Literacy for All. Educational Leadership, 72, 34-40.
- Kirkland, D. E. (2010). English (es) in urban contexts: Politics, pluralism, and possibilities. English Education, 42, 293-306.
- Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard Educational Review, 84, 74-84.
- Solorzano, D. G., & Yosso, T. J. (2001). From racial stereotyping and deficit discourse toward a critical race theory in teacher education. Multicultural education, 9, 2.
- Stovall, D. (2013). 14 souls, 19 days and 1600 dreams: engaging critical race praxis while living on the ‘edge’of race. Discourse: Studies in the Cultural Politics of Education, 34, 562-578.
- Swalwell, K. (2013). “With great power comes great responsibility”: Privileged students’ conceptions of justice-oriented citizenship. Democracy and Education, 21, 5.
How best can we engage social justice pedagogies in and through our work with teacher candidates and local communities?
