Lessons in Social Action: Equipping and Inspiring Students to Improve Their World

ABSTRACT

The authors of this article argue that it is the responsibility of teacher educators to provide preservice teacher candidates with the tools necessary to address issues of social justice and equity in their future classrooms. By incorporating a critical literacy approach, primary sources, role playing, and civic debates within the teaching strategies taught in their university courses, they can foster a sense of justice and social change in teacher candidates that will transfer to the teacher candidates' future students. The authors provide first-person accounts and detailed descriptions of the four strategies being used in real classroom situations.

Keywords:

• civic debate
• critical literacy
• primary sources
• role play
• social action

Acknowledgments

JILL MARSHALL obtained her doctorate from the University at Buffalo in 2005. She is an assistant professor in the College of Education at the State University of New York at Fredonia, where she teaches social studies methods and graduate courses. ANA MARIA KLEIN obtained her doctorate at McGill University in 2000 and teaches mathematics methods and multicultural studies at the State University of New York at Fredonia.