A path forward: A critical race mixed-methods study of social justice teacher education
Document Type
Article
Publication Date
2025
Department/School
Leadership and Counseling
Publication Title
The Teacher Educator
Abstract
Teacher preparation programs are being called to comprehensively engage preservice teachers (PSTs) in expansive learning about equity issues beyond one “diversity” course or superficial approach. Our interdisciplinary faculty collaborative within a Midwestern predominantly-white institution met this call by implementing a Critical Social Justice Teacher Education (CSJTE) framework, redesigning three foundational PST courses around social justice. We then conducted a critical race mixed-methods (CRMM) study to measure the impact upon PSTs’ social-justice dispositions and commitments to action in their future classrooms. The results yielded findings that were both expected and unexpected and present a path forward for critical social justice work in teacher education.
Link to Published Version
Recommended Citation
Banda, R. M., Reyes, G., Wronowski, M., Radina, R., Aronson, B., & Batchelor, K. (2025). A path forward: A critical race mixed-methods study of social justice teacher education. The Teacher Educator, 60(1), 151–173. https://doi.org/10.1080/08878730.2024.2423217
Comments
R. Radina is a faculty member in EMU's Department of Leadership and Counseling.