Dispositions for Critical Social Justice Teaching and Learning
Document Type
Article
Publication Date
2017
Abstract
This article examines the social justice dispositions that, when honed and developed over time, enable prospective teachers—and teacher educators—to embrace social justice praxis and persist in their everyday quest for equitable educational conditions, opportunities, and outcomes. Developed through work in a Community of Practice (CoP), these dispositions include radical openness, humility, and self-vigilance. In this article, we define each disposition and explore how they may be cultivated, enacted, and modeled in teacher education. These dispositions, we argue, serve as reminders of the unfinishedness of our work and the effort required to stay the course of equity and justice in the rough waters of the status quo.
Publication Title
Journal of Critical Thought and Praxis
Volume
6
Issue
3
First Page
1
Last Page
16
Digital Object Identifier (DOI)
10.31274/jctp-180810-81
Citation Information
Bondy, E., Beck, B., Curcio, R., & Schroeder, S. (2017). Dispositions for critical social justice teaching and learning. Journal of Critical Thought and Praxis, 6(3), 1-16. DOI:10.31274/jctp-180810-81
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