Search results for: Gehlbach Conklin Hilary

McDonald and Zeichner (2008) argue that multicultural education often pays less attention to societal structures that perpetuate injustice, while social justice teacher education often focuses on these structures. Their commitments to teacher education both celebrate diversity and address structural inequities. Motivated by this concern and drawing on feminist and Buddhist theories, the author argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this paper, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education.