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Social Justice Education With and for Pre-Service Teachers in the Borderlands

Social Justice Education With and for Pre-Service Teachers in the Borderlands

Efren O. Miranda Zepeda, Judith Flores Carmona
Copyright: © 2020 |Pages: 19
ISBN13: 9781799850984|ISBN10: 1799850986|ISBN13 Softcover: 9781799865568|EISBN13: 9781799850991
DOI: 10.4018/978-1-7998-5098-4.ch011
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MLA

Zepeda, Efren O. Miranda, and Judith Flores Carmona. "Social Justice Education With and for Pre-Service Teachers in the Borderlands." Integrating Social Justice Education in Teacher Preparation Programs, edited by Courtney K. Clausen and Stephanie R. Logan, IGI Global, 2020, pp. 225-243. https://doi.org/10.4018/978-1-7998-5098-4.ch011

APA

Zepeda, E. O. & Carmona, J. F. (2020). Social Justice Education With and for Pre-Service Teachers in the Borderlands. In C. Clausen & S. Logan (Eds.), Integrating Social Justice Education in Teacher Preparation Programs (pp. 225-243). IGI Global. https://doi.org/10.4018/978-1-7998-5098-4.ch011

Chicago

Zepeda, Efren O. Miranda, and Judith Flores Carmona. "Social Justice Education With and for Pre-Service Teachers in the Borderlands." In Integrating Social Justice Education in Teacher Preparation Programs, edited by Courtney K. Clausen and Stephanie R. Logan, 225-243. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-5098-4.ch011

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Abstract

Diversity in contemporary classrooms (across class, race, gender, and other social identity groups) is here to stay. Social justice education is a viable alternative to reach out to all participants with equity towards construction of democracy. In this chapter, the authors share about their co-teaching experience in a required Multicultural Education course for pre-service teachers where a social justice framework guided their work. They expand on the course objectives and their social justice aims. They describe how their praxis was conducive to building community in the classroom and being with each other. They expose and explore, however, a misalignment between theory and praxis surrounding social justice education when preservice teachers transition from teacher preparation programs to their own classrooms as practicing teachers. They describe through the concrete experience of one of the authors how practicing teachers are faced with different particular variables that may hinder the full realization of a social justice approach to education.

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