By Alexandra Patrizio

Marilyn Cochran‐Smith, Karen Shakman, Cindy Jong, Dianna G. Terrell, Joan Barnatt and Patrick McQuillan. “Good and Just Teaching: The Case for Social Justice in Teacher Education.” American Journal of Education. Vol. 115, No. 3 May 2009. 347-377. Print.

Research Problem:

This article mainly addresses teacher quality and how they effect the preparation programs teachers came from. It first looks at how many programs stress teaching social justice in the classroom.  Although many perspective teachers understand the views on social justice, the article claims that they are not always prepared enough to teach them in the classroom.

Research Questions:

1. What is the most important aspect of teaching social justice in the classroom?

2. Do teachers and pre-service teachers have diferent views on the subject?

3. Is there a difference between good teaching and teaching for social justice?

Data Collection Procedure:

In a study done through Boston College’s master’s program for education 12 pre-service  students from all different demographics volenteered to take art in six interviews, five classroom observations, interviews with course interstuctures and supervisors, and a collection of their  work and program materials. Through their program they learned 27 codes of social justice which they were to use while they were in the classroom.

Findings:

Most participants emphasized the “pupil learning” code more than any other of the 27 codes. They were more concerned about a student’s learning ability rather than boosting their self-esteem or spreading political ideologies which is what they learned in their classes regarding social justice. Also, the research suggests the idea that  good teaching and teaching for social justice do not always mix. Teaching for social justice does involve practices and strategies that many people would consider good teaching. Many believe that good  teaching consists of   a student’s ability to learn. Cocran-Smith believes tyhat good teaching should be seen as challenging educational injustices so that  everybody has the same kind of learning opportunities that have, in the past, been reserved for privileged students. This connects the teacher’s classroom practices with social responsibilities seen outside the classroom.