Seeking Convergence and Surfacing Tensions Between Social Justice and Core Practices: Re-Presenting Teacher Education as a Community of Praxis Journal Article uri icon

Overview

abstract

  • 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.

publication date

  • September 1, 2021

has restriction

  • closed

Date in CU Experts

  • August 22, 2024 2:20 AM

Full Author List

  • Schiera AJ

author count

  • 1

Other Profiles

International Standard Serial Number (ISSN)

  • 0022-4871

Electronic International Standard Serial Number (EISSN)

  • 1552-7816

Additional Document Info

start page

  • 462

end page

  • 476

volume

  • 72

issue

  • 4