Done by Carolyn Remde

Weidman, C.R. (2002.) Teacher Preparation, Social Justice, Equity: A Review of the Literature. University of Massachusetts School of Education Journal, 35(3) 200-211.

Research Problem:
Social Justice is an important topic in the classroom, and it is often not covered by teachers. To overcome this, it is important that the current social justice education methods are examined, as well as teacher preparation methods. Furthermore, there are many different research theories and practices used in the classroom which are examined in the journal.

Research Questions:
The research questions were: “How are equity and social justice defined and conceptualized in the field of education, and why are equity and social justice key themes in education?” as well as questions asking about teacher education practices and the role of social justice and equity in these practices. Finally, the researchers asked how teachers were being supported “towards equity and social justice orientation” (Weidman 200.) Other implied questions were “how different theories are implemented in teacher education and in the classrooms” and “why are some schools unequal for students.”

Data Collection Procedure:
Weidman used social justice research to explore the different theories discussed. Also, studies have been made from experiences with pre-service and in-service teachers in relation to social justice, diversity, and equality. Teachers also seemed to not approve of social justice education or be very resistant to the idea of it, as found during Weidman’s work in the field. For the most part, not much data collection was made.

Findings:
It was found that it is critical to improve efforts to teach educators about social justice and community issues. There are many gaps in the research about social justice, and there needs to be more clear documentation of the impact of social justice education on teachers. In order to be a successful teacher of social justice, teachers should learn and implement different theories of social justice education, provide consistent social justice education in their lessons, and engage in discussions and analysis about social justice. Reflection about social justice, power and inequalities should be commonly discussed amongst students and teachers. Teaching for social justice was found to help students develop analytical skills that would help them in their school and professional careers. Finally, different theories such as multicultural education were examined – and despite their effectiveness or ineffectiveness, it was found to be important to not approach multicultural and equality education as ‘color blind’, but to discuss the deep-rooted issues of racism and inequality.

Duncan-Andrade, Jeffrey M.R. (2005.) Developing Social Justice Educators. Educational Leadership Journal, 70-73.

Research Problem:
Many urban students are not getting the education they need or deserve, and many teachers do not know how to teach social justice in the classroom. There are some effective teachers in urban schools that seem to adequately meet the needs of their students. Duncan-Andrade finds that much of their success comes from their implementation of social justice pedagogy in the classroom, and seeks to find out exactly how social justice teaching has affected the learning and success of the students being taught.

Research Questions:
The questions being asked are how social justice can affect and improve teaching in urban schools, and how urban schools can adjust to create environments in which teachers can learn and improve upon one another.

Data Collection Procedure:
Three successful teachers at Power Elementary School in Los Angeles were studied: Ms. Grant, Ms. Kim, and Mr. Truong. There was also a teacher inquiry group set up at the school as a three-year program whose purpose was to implement social justice in teacher’s lessons and for teachers to be able to support one another.

Findings:
The three successful teachers were found to have achieved success through their social justice pedagogy, and by helping students implement change in their communities. When students feel empowered to change inequality in their communities, they are more motivated to learn. They can do this by thinking critically about the issues in their communities and trying to solve them constructively, whether it be a letter to the mayor or a protest about selling guns. Another method that helps teachers in urban schools is collaboration with their colleagues. If teachers have a support system, they are much more likely to do well and feel as if they are supported. Teachers should make reflections on their teaching and meet with other teaching professionals, as well as ask for support if needed.

Duncan-Andrade, Jeffrey M.R. (2004.) Toward Teacher Development for the Urban in Urban Teaching. Educational Leadership Journal, (15,4) (339-350.)

Research Problem:
The article recognizes the need of teacher development, support and retention. It states that the low rate of teacher retention is a major issue today. Also, teachers need to work together in order to understand their student’s struggles and correctly address them. There needs to be greater teacher preparation and support for the unique challenges that teachers face in urban schools.

Research Questions:
The article seeks to find out how teacher support groups can lead to more effective teaching and professional development. Another question is “how can teachers address their students in a way that will engage them and bring hope to their community and personal struggles?”

Data Collection Procedure:
Research was done by teacher inquiries at Power Elementary School as well as looking at existing research. A critical inquiry group was formed and observed; it was made up of seven teachers who participated in the program for 3 years.

Findings:
A 2003 NCTAF report revealed a lack of effective teacher support, both pedagogically and in the urban realm itself. Through the test ‘critical inquiry group’, teachers and their methods were observed. In the group, teachers thought critically about their students and the issues surrounding the school. When teachers worked together in solving problems and learned from one another, they were able to discuss issues and ways to move theory and discussion into action to help their students. Also, they realized that issues in the community greatly impacted their students. If the teachers used issues in the community as a springboard for teaching, such as data collecting, students were more interested in the material. Finally, teachers felt better supported and more empowered when they worked alongside their colleagues to create critical inquiry lessons and understand social issues in the classroom.