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Learning to Teach for Social Justice by Marilyn Cochran-Smith - 1999As a central part of their learning, my students have written thousands of pages of
inquiry about teaching and learning—pages that were almost always
thoughtful and articulate, often compelling, and sometimes even brilliant
in turn of phrase, use of example, or original weaving together of
disparate threads of meaning. Programmatic emphasis on the construction
of interpretive and political perspectives notwithstanding, the
question my students inevitably asked was this one: “But what does
teaching for social justice really mean—in a concrete way?” And its
many variants: “What does it look like in the classroom?” “What do
you actually do with the students?” “You can’t really teach for social
justice with five-year-olds, can you? Don’t they have to be older?” and
“When do we get to the part in the program where we actually learn
how to do it?”To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 98, No. 1. |
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- Marilyn Cochran-Smith
Boston College
MARILYN COCHRAN-SMITH is Professor of Education and Chair of the Department of Teacher Education, Special Education, and Curriculum and Instruction.
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