[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599631-105":59,"doc-detail-599631-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","social-justice-in-teacher-education-naming-discrimination-to-promote-transformative-action","Social Justice in Teacher Education - Naming Discrimination to Promote Transformative Action","","Social Justice in Teacher Education examines how teacher candidates reflect on discrimination to promote transformative, emancipatory action in schools and wider communities. The study uses social justice pedagogy as a theoretical framework and critical incident analysis as a methodology, supported by curriculum readings and classroom discussions. Through two written papers, twenty teacher candidates identify discriminatory acts and propose equity-focused changes, including five candidate narratives, and culminates in strategies for educators and college professors to deepen analysis and action.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/social-justice-in-teacher-education-naming-discrimination-to-promote-transformative-action/599631/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/social-justice-in-teacher-education-naming-discrimination-to-promote-transformative-action/599631.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What overarching question guides this study?","Question",{"text":112,"@type":113},"How do teacher candidates reflect on discrimination to promote transformative action?","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the critical incident analysis assignment structured?",{"text":117,"@type":113},"Teacher candidates completed two written papers: one identifying discriminatory acts they experienced or observed, and a second end-of-semester paper using readings and discussions to transform incidents into emancipatory outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does social justice pedagogy play in the research?",{"text":121,"@type":113},"Social justice pedagogy provides the theoretical lens for understanding how classroom communities and instructional approaches can create access, equity, quality, and opportunity to learn, while challenging unequal hierarchies of power and privilege.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599631,1792121883,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | Social Justice in Teacher Education: Naming Discrimination to Promote Transformative Action |\n| --- | --- |\n\nChristine K. Lemley, Northern Arizona University  \n…[M]any teachers have not had sustained contact with people of diverse backgrounds, nor have they learned about people different from themselves in other ways. As a result, it is no surprise that some teachers have negative perceptions, biases, and racist attitudes about the students they teach, and about the students’families, cultures and communities…it is only by confronting the ones that get in the way of student learning that change  \nwill occur. (Nieto, 2005, pp. 217-218)  \nIntroduction  \nScholars largely agree that teacher education programs could transform pedagogical practices through a) reflection on individual, school, society and institutional practices , and b) action on these reflections to enhance attitudes, beliefs and curriculum (Adams, Bell, & Griffin, 2007; Gay, 2010; King, Hollins, & Hayman, 1997; Ladson-Billings, 1994; Malewski, 2008; Nieto, 2005; Shade, Kelly & Oberg, 1998; Sleeter, 2001; Young, 2011, Zeichner, 2009) . One tactic is to enhance teacher candidates’critical reflection during their college coursework. This study focused on using curriculum to develop social consciousness among teacher candidates (Reed, 2009) . In this case study (Stake, 1995; Creswell, 2005) , I have examined the ways in which twenty teacher candidates reflected on discrimination and proposed emancipatory action to promote more just schools and societies.  \nThis case study focused on the overarching question,“How do teacher candidates reflect on discrimination to promote transformative action?” and examined one assignment, composed of two written papers. At the beginning of the semester, the teacher candidates wrote a paper in which they identified discriminatory acts they had experienced or observed. Then, at the end of the semester, the teacher candidates wrote another paper and incorporated readings and class discussions to illustrate how they could transform the incidents to have emancipatory outcomes. Some of the teacher candidates described contemporary situations in which they could enact change; most described past discriminatory acts so the transformative actions they proposed were hypothetical. The purpose of this activity was to demonstrate how the teacher candidates could identify and access resources they could use to promote more equity in school and community settings.  \nIn this paper, I use social justice pedagogy as a theoretical framework and critical incident analysis as a methodology. I provide demographics for the teacher candidates and instructors involved. Teaching for social justice is as much about the environment created as it is about the lessons taught, so I describe the course readings and classroom pedagogy. I explain the main  \ndata for this study, the two written assignments used to engage the teacher candidates in critical incident analysis. I present five teacher candidate narratives that include varied ways of discussing identified themes of discrimination, agency, and privilege. Finally, I recommend specific strategies and approaches that college professors could use to engage more teacher candidates to analyze incidents of discrimination and promote emancipatory outcomes.  \nTheoretical Framework: Social Justice Pedagogy  \nThis project was informed by research and literature, including culturally relevant pedagogy, multicultural education, social justice, and agency. The research on culturally relevant pedagogy and multicultural education demonstrates a need for teacher educators to examine their programs and practices and advocate dispositions throughout their coursework, such as: 1) academic achievement, 2) cultural consciousness, 3) critical/sociopolitical awareness, 4) commitment and skills to act as allies/agents of change, 5) constructivist views of learning, 6) dedication to bridging school to home, and 7) dedication to le","cbCailI1qO9xJZZI","https://ap.wps.com/l/cbCailI1qO9xJZZI","pdf",569853,26,"English","# Introduction\n## Theoretical Framework: Social Justice Pedagogy","[{\"question\":\"What overarching question guides this study?\",\"answer\":\"How do teacher candidates reflect on discrimination to promote transformative action?\"},{\"question\":\"How was the critical incident analysis assignment structured?\",\"answer\":\"Teacher candidates completed two written papers: one identifying discriminatory acts they experienced or observed, and a second end-of-semester paper using readings and discussions to transform incidents into emancipatory outcomes.\"},{\"question\":\"What role does social justice pedagogy play in the research?\",\"answer\":\"Social justice pedagogy provides the theoretical lens for understanding how classroom communities and instructional approaches can create access, equity, quality, and opportunity to learn, while challenging unequal hierarchies of power and privilege.\"}]","Social Justice in Teacher Education - Naming Discrimination to Promote Transformative Action | PDF",1792089147,66]