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Drawing on multiple data sources, the study analyzes possibilities and limitations for teacher education as a vehicle for meaningful social change, while arguing that stronger institutional resources are needed to move beyond marginal approaches.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University, USA  \nNeporcha Cone  \nKennesaw State University, USA  \nSohyun An  \nKennesaw State University, USA  \nPatricia Bullock  \nKennesaw State University, USA  \nThis article analyzes data from a qualitative practitioner-research case study in which four university faculty members attempted to disrupt the hegemonic domestication of candidates enrolled in an undergraduate teacher education program. During the semester prior to their student teaching, 16 candidates at a large public university in the southeastern U.S. enrolled in four content methods courses. Taught by the authors of this article, the curriculum of these courses emphasized social justice dimensions of teaching rather than just focusing on skills and strategies. Drawing from the multiple data sources, the authors highlight the possibilities and limitations of teacher education for social change and argue that greater resources are needed for teacher education to effect true social change.  \n“The field of teacher education has not taken seriously its role to prepare teachers as activists and advocates of social justice.”(Irvine, 2004)  \nIf P-12 public schools are to serve more than a domesticating function or paternalistic view toward students that reproduces status quo inequities (Freire, 1985 , 1998), teacher educators in university settings must disrupt the hegemonic domestication of candidates enrolled in teacher education programs. That is, teacher educators must heed Irvine’s (2004) call to prepare teacher education candidates (hereafter referred to simply as “candidates”) to be activists and social justice advocates. This qualitative practitioner-research case study examines how four university faculty members attempted to “flip” the classroom during the candidates ’ methods block (one semester in which a single cohort of candidates takes all content methods courses together) . As instructors of these courses, the authors sought to place equity and justice at the center of the curriculum rather than in the margins.  \nThe context for this study was a large state university in the southeastern United States. The institution, located in a suburb of a large city, has one of the state’s highest numbers of teacher education graduates. The focus of this article is the Elementary Teacher Education Program, which is housed in the College of Education.  \nThe community surrounding the campus is largely conservative, socially and politically. In the 1960s and 1970s, this community experienced a population boom, due to White flight from the nearby Black-majority city. Around this time, fearing increased crime, local government officials voted against legislation that would connect a passenger rail system to the city and since then  \nhave actively resisted all rail projects. Later, the local school district, pressured by parents and community members who were upset that science textbooks contained information about evolution without also discussing creationism, placed stickers in every high school biology textbook stating that “evolution is a theory, not a fact,” an action later ruled unconstitutional by a federal judge. The local county sheriff’s office became the first one in the state authorized by the Department of Homeland Security to participate in ICE's 287(g) program, which has been used to identify more than 180,000 “illegal immigrants” for deportation nationwide since 2006. As of late September 2010, the program had been used to identify 14,692 undocumented immigrants in the state, prompting three other counties to sign agreements with ICE.  \nThis brief description of the community in which we work is to make clear that our context is not an idyllic bastion of progressivism. We struggle with the same kinds of discourses of heteronormativity[1] and “imperialist white supremacist capitalist patriarchy” (hooks, 2009, p. 15) that our candidates bring ","cbCaiu0qwfnFTasD","https://ap.wps.com/l/cbCaiu0qwfnFTasD","pdf",426045,21,"English","# Teacher Education for Social Change\n## A Framework of Social Justice Teacher Education","[{\"question\":\"What problem does the study address in teacher education?\",\"answer\":\"The study examines how teacher education can be used to disrupt hegemonic domestication and instead prepare candidates to act as activists and advocates of social justice.\"},{\"question\":\"Who participated and in what educational setting?\",\"answer\":\"Four university faculty members taught four content methods courses, and 16 undergraduate candidates enrolled in these courses during the semester prior to student teaching at a large public university in the southeastern U.S.\"},{\"question\":\"What role does social justice play in the course curriculum?\",\"answer\":\"The curriculum places equity and justice at the center, emphasizing social justice dimensions of teaching rather than limiting instruction to skills and strategies.\"}]","Teacher Education for Social Change - Transforming a Content Methods Course Block | PDF",1792089112,53]