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Equity & Excellence in Education Volume 48, 2015 - Issue 3: Engaging Praxis in Social Justice Education: Continuity and Change in SJE Theory/Pedagogy/Research
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Original Articles

“Promoting Acceptance” or “Preparing Warrior Scholars”: Variance in Teaching for Social Justice Vision and Praxis

Alison G. DoverNortheastern Illinois UniversityCorrespondence[email protected]
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Pages 361-372 | Published online: 07 Aug 2015

Citations (19)

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Read on this site (8)

Laura H. Darolia & Meghan A. Kessler. (2022) From “Social Justice Vacant” to “Social Justice Explicit”: An Analysis of How Elementary Pre-service Teachers Imagine Teaching about COVID-19. Action in Teacher Education 44:2, pages 87-103.
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Kathryn Struthers Ahmed. (2020) Evolving through tensions: preservice teachers’ conceptions of social justice teaching. Teaching Education 31:3, pages 245-259.
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Alison G. Dover, Benikia Kressler & Maritza Lozano. (2020) “Learning Our Way Through”: Critical Professional Development for Social Justice in Teacher Education. The New Educator 16:1, pages 45-69.
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Crystal Chen Lee, Sibel Akin & A. Lin Goodwin. (2019) Teacher candidates’ intentions to teach: implications for recruiting and retaining teachers in urban schools. Journal of Education for Teaching 45:5, pages 525-539.
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Andrew J. Schiera. (2019) Justice, practice and the ‘Real World’: pre-service teachers’ critically conscious visions for teaching amid the complexities and challenges of learning to teach. International Journal of Qualitative Studies in Education 32:7, pages 929-946.
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Meg Riordan, Emily J. Klein & Catherine Gaynor. (2019) Teaching for Equity and Deeper Learning: How Does Professional Learning Transfer to Teachers’ Practice and Influence Students’ Experiences?. Equity & Excellence in Education 52:2-3, pages 327-345.
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Rachel Roegman, Suzanne Pratt, A. Lin Goodwin & Sibel Akin. (2017) Curriculum, Social Justice, and Inquiry in the Field: Investigating Retention in an Urban Teacher Residency. Action in Teacher Education 39:4, pages 432-452.
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A. Lin Goodwin. (2017) Who is in the Classroom Now? Teacher Preparation and the Education of Immigrant Children. Educational Studies 53:5, pages 433-449.
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Articles from other publishers (11)

Thashika Pillay, Claire Ahn, Kenneth Gyamerah & Shuyuan Liu. (2022) Considering the role of social media: #BlackLivesMatter as a pedagogical intervention to decolonise curriculum. London Review of Education 20:1.
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Shuyuan Liu. (2022) Science Fiction and Political Imagination: ELLs Co-constructing Critical Social Justice Narratives in the ELT Classroom. Journal of Language and Cultural Education 10:1, pages 47-60.
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J. Jacob Kirksey. (2021) Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers. Journal of Teacher Education 73:1, pages 37-51.
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Emilie Mitescu Reagan & Elyse Hambacher. (2021) Teacher preparation for social justice: A synthesis of the literature, 1999–2019. Teaching and Teacher Education 108, pages 103520.
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Angeliki Lazaridou, George Sorkos & Vasiliki Polymeropoulou. 2021. Handbook of Social Justice Interventions in Education. Handbook of Social Justice Interventions in Education 653 675 .
Angeliki Lazaridou, George Sorkos & Vasiliki Polymeropoulou. 2020. Handbook of Social Justice Interventions in Education. Handbook of Social Justice Interventions in Education 1 23 .
Angeliki Lazaridou, George Sorkos & Vasiliki Polymeropoulou. 2020. Handbook of Social Justice Interventions in Education. Handbook of Social Justice Interventions in Education 1 23 .
Angeliki Lazaridou, George Sorkos & Vasiliki Polymeropoulou. 2020. Handbook of Social Justice Interventions in Education. Handbook of Social Justice Interventions in Education 1 23 .
M. Shelley Thomas, Christine Clayton, Shin-ying Huang & Roberto Garcia. (2019) Being in Tension: Faculty Explorations of the Meaning of Social Justice in Teacher Education. Excelsior: Leadership in Teaching and Learning 12:1.
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Jairos Gonye & Nathan Moyo. 2018. The Palgrave Handbook of Race and the Arts in Education. The Palgrave Handbook of Race and the Arts in Education 157 174 .
Alison G. Dover, Nick Henning & Ruchi Agarwal-Rangnath. (2016) Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards. Teaching and Teacher Education 59, pages 457-467.
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