Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices
Re-Presenting Teacher Education as a Community of Praxis
Bibliographic Data
| ID | 4897630 |
|---|---|
| Authors | Andrew J Schiera (0000-0003-4033-0656, University of Pennsylvania, Philadelphia, USA, corresponding author) |
| Year | 2021 |
| Volume | 72 |
| Issue | 4 |
| Pages | 462-476 |
| Publication date | 2021-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487120964959 |
| OpenAlex | W3093453277 |
| Language | EN |
| Citations received | 15 |
| References cited | 53 |
The Core Practices Movement (CPM) and Social Justice Teacher Education (SJTE) represent two communities of practice within which novices develop as professional educators. However, there is little dialogue about how they might collaborate to develop novice social justice educators, and the critiques and recommendations that do cross movements originate from divergent theoretical starting points. Possibilities for convergence within the learning theories that underpin CPM and SJTE are explored, examining how social learning theories might be infused with, and enveloped within, critical learning theories. This article thus re-presents teacher education as a "community of praxis." Within each of its three hybrid dimensions-a shared repertoire of practice/praxis, mutual engagement of vertical and horizontal expertise, and joint enterprise of professional and political aims-possibilities for developing novice social justice educators are described, and tensions at the intersection of justice and practice in teacher education are explored
Convergence (economics) · Pedagogy · Political science · Politics · Praxis · Social justice · Social science · Sociology · Teacher education · Educator Training and Historical Pedagogy · Law · Service-Learning and Community Engagement · Teacher Education and Leadership Studies
Governing gender equality in early childhood teacher education
Between race-evasiveness and the pursuit of racial competence
The social justice core practices of Dane County, Wisconsin educators
Strong Equity
A framework for approximations of practice
From humanizing principles to humanizing practices
What do youth give feedback on when they participate in rehearsals of social studies discussion facilitation
Constructing imaginary classrooms
The disciplinary and critical divide in social studies teacher education research
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions
What youth want from discussions
Getting critical with compelling questions
Calling for a Humanizing Turn in Language Teacher Education
Expanding the "Field" in Fieldwork
The Social Justice Core Practices of Philadelphia Educators
The Art of Critical Pedagogy
Communities of Practice
Empowering Education
Teacher Education and the Struggle for Social Justice
Teaching Practice
Situating learning in communities of practice.
Redefining teaching, re‐imagining teacher education
Becoming Critical
Teachers as Intellectuals
From Approximations of Practice to Transformative Possibilities
The Miseducation of a Beginning Teacher
Justice, practice and the ‘Real World’
From rote to reasoned
Cut to the core practices
Initial teacher education
Sticking points
Making the socio-historical visible
Appropriating Tools for Teaching English
Reconceptualizing Professional Communities for Preservice Urban Teachers
Troubling Practice
Practicing Justice, Justifying Practice
Navigating Contradictory Communities of Practice in Learning to Teach for Social Justice
The teacher's soul and the terrors of performativity
Understanding "Core Practices" and "Practice-Based" Teacher Education
Practicing Responsiveness
Foregrounding Equity in Teacher Education
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
Striving for Critical Reflection in Multicultural and Social Justice Teacher Education
Rethinking High-Leverage Practices in Justice-Oriented Ways
Preparing Teachers to Notice Race in Classrooms
Social Justice and Teacher Education
The Turn Once Again Toward Practice-Based Teacher Education
Core Teaching Practices
"Making Justice Peripheral by Constructing Practice as "Core
Developing Socially Just Teachers
The Work of Teaching and the Challenge for Teacher Education
Core Practices and Pedagogies of Teacher Education
From Ideal to Practice and Back Again
Breaking Down Barriers and Building Bridges
Acting on Beliefs in Teacher Education for Cultural Diversity
Situated Learning
| Unique citing works | 15 |
|---|---|
| Citations per year | 3,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |