دورية أكاديمية
Strong Equity: Repositioning Teacher Education for Social Change
| العنوان: | Strong Equity: Repositioning Teacher Education for Social Change |
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| اللغة: | English |
| المؤلفون: | Cochran-Smith, Marilyn, Keefe, Elizabeth Stringer |
| المصدر: | Teachers College Record. Mar 2022 124(3):9-41. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Equal Education, Teacher Education, Social Change, Change Strategies, Accountability, Social Justice, Best Practices, Males, Minority Group Teachers, College School Cooperation, Disadvantaged Youth, Minority Group Students |
| مصطلحات جغرافية: | New York (New York) |
| DOI: | 10.1177/01614681221087304 |
| تدمد: | 0161-4681 1467-9620 |
| مستخلص: | Background: Equity is invoked as a watchword in teacher education--a catch-all connected to an array of issues related to diversity, justice, or gaps in outcomes and opportunities for minoritized groups. This conceptual article argues that equity is often undefined and undertheorized in teacher education, and the complexities involved in addressing the structural inequalities of schooling are seldom acknowledged. Purpose: This article unpacks recurring themes in the discourse of equity and teacher education. We suggest that in the teacher education discourse, equity appears frequently, but there is little attention to the structural and systemic policies that reproduce inequity in the first place. Second, we elaborate on the distinction between thin equity and strong equity, suggesting that this can be a powerful tool for clarifying, comparing, and critiquing the differences in meanings of equity. Third, we suggest that although thin conceptions of equity are prominent, some teacher education scholars and practitioners utilize stronger notions of equity in the work of teacher preparation. Conclusion: We conclude that notions of strong equity can help reposition teacher education as part of a broader effort to bring about genuine change. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1349714 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0161-4681 1467-9620 |
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| DOI: | 10.1177/01614681221087304 |