Teacher Education for Social Justice

Critiquing the Critiques

Authored by: Marilyn Cochran-Smith , Joan Barnatt , Randall Lahann , Karen Shakman , Dianna Terrell

Handbook of Social Justice in Education

Print publication date:  December  2008
Online publication date:  June  2009

Print ISBN: 9780805859270
eBook ISBN: 9780203887745
Adobe ISBN: 9781135596149

10.4324/9780203887745.ch41

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Abstract

As discussant for a recent American Educational Research Association (AERA) symposium on assessing teacher education, Tom Lasley (2007), Dean of the School of Education at the University of Dayton, commented that all too often, teacher educators make sure teacher candidates know things like Jonathan Kozol’s (1991) analysis of the “savage inequalities” among America’s rich and poor schools, but don’t make sure they know how to teach kids to read. In a commentary for the alumni newsletter of the School of Education at Stanford University, Lee Shulman (2005), President of the Carnegie Foundation for the Advancement of Teaching, called for a consistent professional approach to teacher education based on deep preparation in the content areas and the practice of teaching and rigorous assessment of teaching outcomes. In conclusion, he wrote, “Commitment to social justice is insufficient; love is not enough” (¶ 5).

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