Affiliation:
1. Georgia State University, USA
Abstract
This is the call for teacher preparation programs to actively incorporate an emphasis on social justice education and the development of teachers committed to creating equitable schools. Education in today's multicultural, pluralistic society must be actively concentrated on and successful at creating more just and unbiased schools for underserved students. Similar to Ladson-Billings' argument for a redefining of ‘good teaching,' there must be a redefinition of that which constitutes social justice teaching. It is the role of today's teacher preparation programs to equip teachers with the essential skills necessary to develop students, manage bias, and create a culture of equity for all. Particularly as it relates to the education, understanding, cultivation, and development of all students in the K-12 school system, a required component of every teacher preparation program must be an increased focus on teaching that is comprehensive, socially just, and impartial.
Reference40 articles.
1. ACADEMIC-PRACTITIONER COLLABORATION IN MANAGEMENT RESEARCH: A CASE OF CROSS-PROFESSION COLLABORATION.
2. Advocacy Leadership
3. Educational leadership and social justice: Practice into theory.;I. E.Bogotch;Journal of School Leadership,2000
4. Brookfield, S. (1995). The getting of wisdom: What critically reflective teaching is and why it’s important. In Becoming a critically reflective teacher.
5. Preparing teachers for multicultural classrooms.;I. M.Chisholm;The Journal of Educational Issues of Language Minority Students,1994