The relationship between practice-based teacher education (PBTE) and teacher education oriented toward social justice (SJTE) has been debated by teacher educators and researchers for some time, and still today the contention persists. Many teacher educators have a goal of supporting preservice teachers (PSTs) enact instructional practices that are…

Multicultural education invites teachers to support students in critiquing the foundations of a given discipline, with the aim of reimagining that discipline and the purposes it serves. In this paper, we present a series of cases in which high school physics teachers who are enrolled in a summer professional development course expressed vexation…

This paper explores how the twin processes of neoliberalism and neoconservatism work together on, and through, curricula and their associated pedagogies. It bridges the gap between policy and classroom practice, focusing on the particular example of the school subject of mathematics and the notion of mastery, operationalised in the English…

Inspired by the call to question (critical) assumptions underpinning frameworks for "seeing" (Lather, 1993) and ground criticality in alternative forms of knowing (Pennycook, 2018), this paper examines critical frameworks for approaching identity, experience, and (in)equity in "English" language teaching (ELT), with a focus on…

Voice has become a common goal of educational research and pedagogical practices aimed at equity and social justice. That is, bringing marginalized groups "to" voice, allowing diverse students to "have" a voice, and setting up classrooms that privilege silenced voices are frequent goals in educational research and practice. In…

Pedagogue's fallacy occurs when epistemological principles are applied by educators that in fact do not tell of, or explain, or help understand, the subject at hand. It is identified and introduced in this article to raise an important issue in the construction of pedagogical models of religious education: knowledge is reduced and/or distorted to…

School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD).…

Learning trajectory (LT) research in mathematics education has shaped both instructional materials and assessments. But, the body of LT research has also been critiqued for not adequately considering equity and addressing student diversity. This study begins to fill this gap by characterizing the reasoning of 23 multilingual students who…

In this paper, we provide a conceptual critique of the various constructs often used to justify policies and/or research to promote equity, diversity and social justice in science education. As research expands in these areas, we seek to provide some clarity to support researchers in deepening their work toward transformative goals in science…

This article explores the development of a guidance document titled the "Framework for Equitable Instruction" (Framework), which aims to support multilingual students' content-area learning and language development. The Framework was developed by WIDA, a national consortium of states, as part of its system of language standards,…

This article focuses on how Finnish CLIL teachers and students orient to and experience diversity in CLIL. The data consist of teacher and student interviews that were analysed using qualitative content analysis to identify recurrent themes with regard to diversity. The findings indicate that the theme of equality in the sense of 'the same for…

Widely prevalent in a variety of educational contexts around the world, rote learning practices entail repetition techniques to acquire new knowledge. These practices have long been critiqued because of the emphasis on recall rather than deep understanding. Less attention has been directed, however, at the literacy ideologies underpinning such…

To analyze the counternarrative in the public discourse surrounding Teach For America (TFA), this paper represents the first digital ethnography in education policy. We conduct a qualitative analysis of Truth For America, an education policy podcast. We found four overarching themes that arose from conversations with respondents: (1) problematic…

Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case study of five aspiring teachers who participated as mentors in a 2-year program for ninth grade students at Riverview Academy, an urban school. This study uses the…

In our response to Clements and Sarama (2017), we address the 5 issues that they identify as criticisms of our Research Commentary (Kitchen & Berk, 2016). As in our original commentary, we highlight concerns we have regarding the delivery of [computer-assisted instruction] CAI programs and potential misuses of CAI, particularly at Title I…