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Teacher Education Programs That Prepare Teachers for Social Equity

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New Teachers in Urban Schools: Journeys Toward Social Equity Teaching

Abstract

This chapter addresses what teacher educators can do to create teachers who understand the sociocultural and sociopolitical realities that impact students in underserved communities and are prepared to teach with an equity orientation. Teacher education programs are challenged to transform candidates’ deficit orientations towards students and families and help candidates see their responsibility to offset educational and societal injustices through their roles as teachers. Since teacher education programs may not address these challenges in comprehensive and uniform ways, teacher educators need to commit to their own professional growth around issues of social equity and build programs that allow teacher candidates to (1) examine issues of privilege, subordination, and the sociopolitical factors shaping school achievement; (2) uncover the knowledge traditions of students, families, and communities; (3) explore models of advocacy and activism; and (4) teach literacy in culturally sustaining, critical, and balanced ways.

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Authors and Affiliations

  1. Saint Joseph’s University, Philadelphia, PA, USA

    Althier M. Lazar

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  1. Althier M. Lazar
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Correspondence to Althier M. Lazar .

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Editors and Affiliations

  1. Dept. of Teacher Education, Saint Joseph's University, Philadelphia, Pennsylvania, USA

    Althier M. Lazar

  2. New York, New York, USA

    Leslie M. Reich

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Lazar, A.M. (2016). Teacher Education Programs That Prepare Teachers for Social Equity. In: Lazar, A., Reich, L. (eds) New Teachers in Urban Schools: Journeys Toward Social Equity Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-26615-2_9

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  • DOI: https://doi.org/10.1007/978-3-319-26615-2_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-26613-8

  • Online ISBN: 978-3-319-26615-2

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