Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Fall 11-8-2024

Abstract

In our current educational climate, teaching for social justice has become increasingly difficult. Teacher educators are faced with certification rules that prioritize test scores over teaching ability, scripted curriculums, and the limited understandings about differences related to culture, class, and race. This study examined how social justice teachings were sustained and enhanced through a Funds of Knowledge (FOK) learning approach. Case study was utilized and guided by the following research questions: (1) What are the FOK of teacher educators participating in the TEALi program? (2) In what ways are the FOK of teacher educators integrated or utilized in their university teaching practices? (3) How were teacher educators engaging in social justice teaching within their classroom? This study has implications for potential change within our teacher preparation programs.

Keywords: Social Justice, Teacher Educator, Funds of Knowledge

Keywords

Social Justice, Teacher Educator, Funds of Knowledge

Document Type

Dissertation

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Rebecca Sánchez

Second Committee Member

Mia Sosa-Provencio

Third Committee Member

Karla Kingsley

Fourth Committee Member

Sylvia Celedón-Pattichis

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