| Owner: |
Andrew J. Schiera
|
| Owner Email: |
aj.schiera@colorado.edu
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| Paper Title: |
Social Justice Core Practices, the Problem of Enactment, and the Problem of Context
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| Session Title: |
Social Justice and Restorative Practices in Teacher Education
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| Paper Type: |
Paper
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| Presentation Date: |
4/16/2023
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| Presentation Location: |
Chicago, IL
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| Descriptors: |
Situated Learning, Social Justice, Teacher Education - Pre-Service
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| Methodology: |
Qualitative
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| Author(s): |
Andrew J. Schiera, University of Wisconsin - Madison; Jasmine Marshall-Butler, University of Pennsylvania; Nicole Mittenfelner Carl, University of Pennsylvania Graduate School of Education
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| Unit: |
Division K - Teaching and Teacher Education
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| Abstract: |
Organizing teacher education around social justice core practices might address the “problem of enactment” (Kennedy, 1999) while perpetuating the “problem of context” (Lave, 1996), which describes how research on situated activity often focuses on practices themselves while ignoring the dynamic interplay between person, activity, and world. Drawing on data from a Delphi study (Clayton, 1997) which identified social justice core practices, this paper investigates how social justice educators conceptualized the relationship between practice and context. Results show participants situated socially just teaching practice in relation to contextual features of positionality, societal inequities, school constraints, classroom particulars, and the boundaries of teaching practice. Implications for teacher education pedagogies at the intersection of justice, practice, and context are discussed.
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| DOI: |
https://doi.org/10.3102/2016429
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