Teacher Education Quarterly
The current study is part of a larger case study of faculty and staff methods at a teacher residency program. Teacher residencies, which were founded in the early 2000s, have an explicit mission of serving historically marginalized populations. However, more research is needed to better understand how these programs implement social justice teacher education. Indeed, there is a dearth of literature regarding the application of social justice practices in teacher education and the social justice beliefs of teacher educators. The interviews, documents, and observations collected for this study revealed a robust theme of social justice in participants’ beliefs and their curricula and pedagogies both in the classroom and in community-based work. These findings have implications for research in teacher education as well as the literature on teacher residencies specifically.
Original Publication Citation
Beck, J. S. (Summer, 2020). “Speak truth to power ourselves”: Teaching social justice in a teacher residency program. Teacher Education Quarterly.
Beck, Jori S., "“Speak Truth to Power Ourselves”: Teaching Social Justice in a Teacher Residency Program" (2020). Teaching & Learning Faculty Publications. 109.
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Teacher Education and Professional Development Commons
NOTE: This is a pre-print version of the author's manuscript. The final version will be published as:
Beck, J. S. (Summer, 2020). “Speak truth to power ourselves”: Teaching social justice in a teacher residency program. Teacher Education Quarterly, 47(3), 75-95.