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Narratives of Social Justice Teaching: How English Teachers Negotiate Theory and Practice Between Preservice and Inservice Spaces


reviewed by Christine H. Leland — October 16, 2008

coverTitle: Narratives of Social Justice Teaching: How English Teachers Negotiate Theory and Practice Between Preservice and Inservice Spaces
Author(s): sj Miller, Laura Bolf Beliveau, Todd DeStiger, David Kirkland & Peggy Rice
Publisher: Peter Lang Publishing, New York
ISBN: 1433101270, Pages: 151, Year: 2008
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One of the most challenging aspects of preparing teachers today is that their jobs keep changing and we’re never quite sure of just what we’re preparing them for. As a profession, we seem to have lost much of our collective power to decide how and what we will teach. While this constraint might apply more to educators at the P-12 level than at the university level, the reverberations of an increased emphasis on accountability and standardization have affected both contexts significantly. We find ourselves in an era where test scores reign supreme and the pursuit of social justice has been removed by the National Council for Accreditation of Teacher Education (NCATE) as an indicator of program quality. What used to matter (seeing education as a social equalizer) no longer matters and what used to be peripheral (test scores) is now front and center. Sometimes it seems like our profession is... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: October 16, 2008
http://www.tcrecord.org ID Number: 15413, Date Accessed: 10/22/2017 3:10:49 PM

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About the Author
  • Christine Leland
    Indiana University
    E-mail Author
    CHRISTINE H. LELAND is a Professor in the Department of Literacy, Culture, and Language Education at the Indiana University School of Education at Indiana University-Purdue University, Indianapolis (IUPUI). She teaches graduate and undergraduate literacy courses and works with masters and doctoral students. She has worked with many teachers in the central Indiana area through the study group model of professional development. Her recent work includes articles in Language Arts (2005, 2007), Urban Education (2005), The Yearbook of the National Reading Conference (2007, 2008), and a coauthored book: Creating critical classrooms: K-8 reading and writing with an edge (2008, Erlbaum).
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