Collaborating for Coherence around Social Justice: Leveraging Accreditation to Conceptually Transform from a Diversity Requirement to a Social Justice Orientation. Issue 4 (2nd October 2019)

• Record Type: Journal Article
• Authors: Ford, Amy Carpenter; Cunningham, Kevin D.; Lewsader, Joellen; Jasper, Andrea D.; Heroux, Jodell; Wirz-Palacios Klemm, Jennifer
• Is Part Of: New educator. Volume 15:Issue 4(2019)
• Page Start: 281
• Page End: 304
• Publication Date: 2019-10-02
• Subjects: Teachers -- Training of -- Periodicals; Teachers -- Recruiting -- Periodicals; Education -- Study and teaching -- Periodicals; 370.71073
• DOI: 10.1080/1547688X.2019.1622056
• Languages: English
• ISSNs: 1547-688X

Abstract

ABSTRACT: In this article, we describe teacher educators' collaboration for coherence around social justice teacher education in preparation for a national accreditation review. Specifically, we illuminate how we cultivated an inquiry stance and critical conversations to build a safe and trusting community, generate locally meaningful values, and reconceptualize diversity in terms of social justice. By depicting our collaborative process in clarifying a detail, we make visible how we developed social justice-oriented vision, mission, and commitment statements and a conceptual framework to transform our traditional university-based undergraduate program. Aiming to inform other programs striving for coherence for social justice, we offer insights for supporting collaboration, considering the local community and political context, and leveraging accreditation.