ERIC Number: EJ1361011
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2053-535X
EISSN: N/A
Is It "Just" Planning? Exploring the Integration of Social Justice Education in an Elementary Language Arts Methods Course Thematic Unit
Allee-Herndon, Karyn A.; Kaczmarczyk, Annemarie B.; Buchanan, Rebecca
Journal for Multicultural Education, v15 n1 p103-116 2021
Purpose: The purpose of this paper is to examine undergraduate elementary education teacher candidates' abilities to successfully integrate social justice teaching into their interdisciplinary ELA and social studies thematic units. The projects were analyzed to determine the extent to which, if any, social justice education has been addressed. Design/methodology/approach: This study used purposive sampling of two sections of an elementary writing methods course. Students were grouped into Professional Learning Communities (PLCs) to design an integrated thematic English Language Arts (ELA), Social Studies and Social Justice unit. At the conclusion of their project, components of their units were analyzed using the Social Justice Continuum of Teacher Development. Findings: Overall, the results indicate that candidates were likely to plan for inclusive practices in their instructional units. There was significant attention across units to inclusive materials and content, but there was very little attention to critical or transformative practices in planning. This likely indicates candidates' awareness about the need for diverse content but tells us little about their ability to critically analyze the power structures themselves that contribute to the need for inclusive practices. Originality/value: Before classroom teachers can be expected to engage in critical conversations in their own classrooms, the experiences they have within their preparation programs need to be considered. These findings indicate more explicit work must be done to support candidates in their ability to critically analyze hegemonic power structures and to engage their students in learning experiences that move beyond using diverse resources into teaching advocacy strategies to students.
Descriptors: Educational Planning, Social Justice, Elementary Education, Language Arts, Methods Courses, Thematic Approach, Preservice Teachers, Social Studies, Teaching Methods, Inclusion, Transformative Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A