Teaching For Social Justice: Teachers Inquire Into Their Practice
نویسندگان
چکیده
Over the years, each of us has been engaged in various teaching and research projects that focus on social justice concerns. Teaching with social justice at its heart highlights the importance of the teacher’s role in imagining and working towards a more equitable society. We began to talk about (to echo Tripp) our “own sense of justice and equality” some years ago. The occasion for our conversation was the desire to start a cohort-based teacher education program that centred on teaching for social justice. Our dreams came to fruition when we helped to found the Humanities and Social Justice Teacher Education Program (HSJTEP) at the University of British Columbia (UBC) in 1998. While we learned a lot in the process and have enjoyed working with student teachers, we wondered how more experienced teachers, who were already well established in their schools, would translate a concern for social justice into their practices.
منابع مشابه
Teaching as Inquiry: The exploration of how New Zealand schools are designing and implementing processes and systems that enable their teachers to inquire into the teaching-learning relationship
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