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social justice in education: preparing teachers for diversity

Why does preparing teachers for diversity matter?. a civic responsibility a moral responsibility the future of public education is at stake the sociopolitical context demands it. "Large numbers of new teachers describe themselves as distinctly underprepared for the challenges of dealing with the ethnic and racial diversity that they find in the classroom at a time when many schools have increasingly varied populations."National Comprehensive Center for Teacher Quality, and Public Agenda, 21139

JasminFlorian
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social justice in education: preparing teachers for diversity

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    1. Social Justice in Education: Preparing Teachers for Diversity Sonia Nieto National-Louis University Chicago, IL September 1, 2009

    4. Questions to Consider Why does preparing teachers for diversity matter? What is social justice in education? What can schools of education and higher education do to create a new vision for teacher education? What kinds of dispositions and abilities do teachers need to teach in today’s public schools, particularly in urban schools which are largely Hispanic and African American, and how can schools and colleges of education help them develop these dispositions? What can we do to change current practices in our teacher education programs to reflect the ideals of diversity and social justice?

    7. What is the role of higher education? Promoting teaching as a career within the academy Providing more enriching course work, both in the arts and sciences and in education Creating rigorous criteria for entering the profession - but not just GPAs or passing scores on certification tests Vigorously recruiting underrepresented populations, both faculty and students Partnering with community colleges Partnering with urban schools To recruit students For professional development

    11. Beginning the conversation among faculty and students Creating a “safe” but not “comfortable” space Engaging in “dangerous discourse” Sharing experiences through collaborative readings, research, program planning

    15. Social justice as solidarity Solidarity as high expectations Solidarity as trust Solidarity as humility Solidarity as a deep connection with students’ identities

    16. Solidarity as high expectations “I know it’s easy to sit back and listen to the gossip in schools. ‘These kids can’t learn,’ is what you hear. The truth is they can and do. We have to see and believe.”

    20. Learning from teachers with a social justice orientation It takes more than current reforms that emphasize test scores and bureaucratic “fixes” Go beyond templates, rubrics, and prepackaged curricula Question “best practices” and “one-size-fits-all” solutions Understand that teaching is above all about relationships

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