In this Research Topic focused on Equity in Education, we address nuances of how scholarship on equity may enhance awareness of systemic barriers in teacher education such as economic inequity, race, ethnicity, gender, (dis)ability, sexual identity, and inclusion, in diverse teacher education spaces and school systems as they affect students, teachers, parents, and educational stakeholders.
We welcome well-researched submissions on equity, viewed from diverse conceptual and methodological vantage points. Contributors should highlight questions that offer a deeper understanding of issues of equity and social justice in teacher education, and inform the implementation of strategies that enhance equity, access, and learning within teacher education.
Authors may include, but are not limited to, problematizing questions such as:
• How can issues of equity and social justice be incorporated into pre-service and in-service teacher education curriculum?
• How can issues of diversity and inclusion that challenge deeply ingrained assumptions and beliefs, be approached in teacher education practice?
• What kinds of challenges do teachers and teacher educators encounter as they navigate the dialectic between theory and practice in their curriculum pertaining to equity and social justice?
• How can teachers be supported as they navigate tensions created by the opposition between their personal pedagogies, intuitively grasped from their contact with live learners, on the one hand, and the overriding institutional mandates and constraints (in an imbalanced process of negotiation) that often contradict their values and beliefs about teaching and learning?
• How can teachers be encouraged to explore and engage reflectively with diversity as a resource to be explored strategically in promoting learning and development for all, within the bounds of existing (normative) institutional orientations?
• Who, and through what processes, are teacher educators supported in reconstructing their professional identities in response to the challenges associated with preparing pre and in-service teachers to teach for equity?
• How can institutions form authentic relational and national/international cross-sector partnerships that attend to a mission of equity for all students, educators, communities, and families?
In this Research Topic focused on Equity in Education, we address nuances of how scholarship on equity may enhance awareness of systemic barriers in teacher education such as economic inequity, race, ethnicity, gender, (dis)ability, sexual identity, and inclusion, in diverse teacher education spaces and school systems as they affect students, teachers, parents, and educational stakeholders.
We welcome well-researched submissions on equity, viewed from diverse conceptual and methodological vantage points. Contributors should highlight questions that offer a deeper understanding of issues of equity and social justice in teacher education, and inform the implementation of strategies that enhance equity, access, and learning within teacher education.
Authors may include, but are not limited to, problematizing questions such as:
• How can issues of equity and social justice be incorporated into pre-service and in-service teacher education curriculum?
• How can issues of diversity and inclusion that challenge deeply ingrained assumptions and beliefs, be approached in teacher education practice?
• What kinds of challenges do teachers and teacher educators encounter as they navigate the dialectic between theory and practice in their curriculum pertaining to equity and social justice?
• How can teachers be supported as they navigate tensions created by the opposition between their personal pedagogies, intuitively grasped from their contact with live learners, on the one hand, and the overriding institutional mandates and constraints (in an imbalanced process of negotiation) that often contradict their values and beliefs about teaching and learning?
• How can teachers be encouraged to explore and engage reflectively with diversity as a resource to be explored strategically in promoting learning and development for all, within the bounds of existing (normative) institutional orientations?
• Who, and through what processes, are teacher educators supported in reconstructing their professional identities in response to the challenges associated with preparing pre and in-service teachers to teach for equity?
• How can institutions form authentic relational and national/international cross-sector partnerships that attend to a mission of equity for all students, educators, communities, and families?
