Journal of Teacher Education

http://jte.sagepub.com/ Developing Socially Just Teachers: The Interaction of Experiences Before, During, and After Teacher Preparation in Beginning r!an Teachers
Joan L. Whipp Journal of Teacher Education 201 !": "#" originall$ published online 1# Jul$ 201 %&': 10.11((/0022")(11 "*")"# The online +ersion of this article can be found at: http://jte.sagepub.com/content/!"/#/"#" ,ublished b$:
http://---.sagepublications.com

&n behalf of:

.merican .ssociation of /olleges for Teacher Education 0../TE1

Additional services and infor"ation for Journal of Teacher Education can !e found at: E"ail Alerts: http://jte.sagepub.com/cgi/alerts Su!scriptions: http://jte.sagepub.com/subscriptions #eprints: http://---.sagepub.com/journals2eprints.na+ Per"issions: http://---.sagepub.com/journals,ermissions.na+

33 4ersion of 2ecord 5 &ct 1)6 201 &nline7irst 4ersion of 2ecord 5 Jul 1#6 201 What is This8

%o-nloaded from jte.sagepub.com at 9ni+ersiti Te:nologi ;ala$sia on <o+ember "6 201

4 9 4845
esea rch-arti cle2013 JTE

XXX10.1177/0022487113494845<italic>Journal of Teacher Education</italic> Whipp

Articles

Developing Socially Just Teachers: The Interaction of Experiences Before, During, and After Teacher reparation in Beginning !r"an Teachers
Joan #$ Whipp
%

Journal of Teacher Education 64(5) 454467 2013 American A ociation of !olle"e for Teacher Education #e$rint and $ermi ion % a"e$u&'com()ournal *ermi ion 'na+ ,-.% 10'1177(00224/7113404/45 )te' a"e$u&'com

A"stra ct Thi inter$reti+e tud1 in+e ti"ated ho2 12 "raduate from a )u tice3oriented teacher $re$aration $ro"ram de cri&ed their teachin" "oal 4 $ractice 4 and influence on tho e $ractice after their 1 t 1ear of teachin" in an ur&an chool' #elation hi$ amon" the e teacher 5 orientation to2ard ociall1 )u t teachin"4 elf3re$orted ociall1 )u t teachin" $ractice 4 and elf3 re$orted $re$ro"ram4 $ro"ram4 and $o t$ro"ram influence 2ere e6$lored' Teacher 2ho 2ere indi+iduall1 and tructurall1 oriented e6hi&ited a ociocultural con ciou ne and de cri&ed ociall1 )u t teachin" in +ariou com&ination of culturall1 re $on i+e $eda"o"ie 4 con ciou ne 3rai in"4 and ad+ocac17 2herea indi+iduall1 oriented teacher focu ed $rimaril1 on 8color3&lind9 carin" relation hi$ 2ith their tudent ' :actor that eemed to influence a more tructural orientation to ociall1 )u t teachin" included (a) cro 3cultural e6$erience &efore and durin" teacher $re$aration4 pengala&an perte&"ungan "udaya se"elu& dan se&asa persediaan &en'di guru (&) $ro"ram cour e content and field e6$erience that challen"ed $re+iou thin;in"4 (c) admini trati+e and colle"ial u$$ort durin" the 1 t 1ear of teachin"' (ey)or ds ca e tud14 di+er it14 multicultural teacher education4 $re er+ice education4 ur&an teacher education an! teacher education "ro#ra$%& "articularl! tho%e focu%ed on "re"arin# teacher% for ur'an %chool%& u%e (%ocial )u%tice* a% a conce"tual fra$e+or, for their +or, -.a"u%t,a& /o+ell& 0la!ton& 1 Tho$a%& 20092 .aur& 20122 3eichner 1 4le%%ner& 20095. /o+e6er& there re$ain% a lac, of clarit! and con%i%7 tenc! acro%% the%e "ro#ra$% on +hat (teachin# for %ocial )u%7 tice* $ean% and +hat e8"erience% %u""ort it% de6elo"$ent -0a%tro& 20105. 4urther$ore& fe+ %tudie% ha6e loo,ed at the de6elo"$ent of %ociall! )u%t teacher% o6er ti$e or atte$"ted to lin, "articular ele$ent% of a teacher education "ro#ra$ to the enact$ent of %ociall! )u%t teachin# "ractice%. 9n one lon7 #itudinal %tud!& 0ochran7:$ith and her collea#ue% -20095 found that $o%t #raduate% of their "ro#ra$ or#ani;ed around a %ocial )u%tice the$e +ere holdin# %tudent% to hi#h e8"ecta7 tion% and connectin# curriculu$ to their %tudent%< cultural 'ac,#round% and e8"erience%& 'ut fe+ +ere en#a#ed in an! (%tructural criti=ue* -". 3735 or acti6i%$ around unfair %chool "ractice%. >ifference% acro%% their ca%e% +ere not lin,ed to an! %"ecific feature% in their "re"aration "ro#ra$ or differ7 ence% in their 'ac,#round e8"erience%. 9n another %tud!&

9n contra%t& thi% article re"ort% on an e8"lorator! %tud! that in6e%ti#ated ho+ 12 #raduate% fro$ one )u%tice7oriented "re"aration "ro#ra$ +ere conce"tuali;in# %ociall! )u%t teachin# after a !ear of teachin# in an ur'an %chool and ho+ the! "ercei6ed that 6ariou% e8"erience% 'efore& durin#& and after their "ro#ra$ +ere influencin# their %ociall! )u%t teach7 in# "ractice%.

Culturally Responsive Teaching (CRT)

?ithin the conte8t of ine=uita'le educational o""ortunitie%& "articularl! alon# line% of race& ethnicit!& lan#ua#e& #ender& and %ocioecono$ic cla%%& %ociall! )u%t teacher education ai$% to "re"are teacher% to teach in culturall! re%"on%i6e +a!% and al%o act a% critical chan#e a#ent% in %chool% and %ociet!. @iterature on )u%tice7oriented teacher education and 0AT -Ba!& 20002 9r6ine& 20032 @ad%on7Cillin#%& 2001& 20092
1

Theoretical +ra&e)or,s

and

*esearch

Justice-Oriented Teacher Education and

D#ar+al& E"%tein& E""enhei$& E!ler& and :onu -20105 e8a$ined the teachin# "ractice% of 12 #raduate% of their (%ocial recon%tructioni%t* -". 2385 "re"aration "ro#ra$. /o+e6er& their %tud! focu%ed $ore on o'%tacle% the%e teach7 er% faced rather than ho+ their "ractice% lin,ed to "rior e8"erience%.

<ar=uette >ni+er it14 <il2au;ee4 ?.4 >@A

-orresponding Author: Joan A' ?hi$$4 <ar=uette >ni+er it14 *'-' Bo6 1//14 <il2au;ee4 ?. 5320131//14 >@A' Email% )oan'2hi$$Cmar=uette'edu

Whip p orri%on& Ao''in%& 1 Ao%e& 20082 Fille#a% 1 @uca%& 20025 %u##e%t% that %ociall! )u%t teacher% GG hold hi#h acade$ic and 'eha6ioral e8"ectation% for all in a ri#orou% curriculu$& GG create cla%%roo$ cli$ate% that are +ar$ and de$andin#& GG affir$ and %u%tain their %tudent%< cultural 'ac,#round% '! dra+in# fro$ their (fund% of ,no+led#e* -lan7 #ua#e%& hi%torie%& cultural "ractice%5& GG connect +ith their %tudent%< fa$ilie% and co$$unitie%& GG ad6ocate for curricular and "olic! chan#e% that "ro7 $ote $ore e=uita'le educational o""ortunitie%& GG hel" %tudent% identif! and criti=ue hi%torical and con7 te$"orar! e8a$"le% of in)u%tice& and GG e$"o+er %tudent% to acti6el! +or, to+ard %ocial chan#e. ?ith 6aried le6el% of e$"ha%i%& )u%tice7oriented teacher educator% -0ochran7:$ith et al.& 20092 Hico+er& 20112 3eichner 1 4le%%ner& 20095 %tre%% the i$"ortance of the %ocial and "olitical acti6i%$ e$'odied in tho%e final three "ractice%. Teacher% $u%t 'e "re"ared not onl! to +or, +ith indi6idual %tudent% in their cla%%roo$% 'ut al%o to %te" out of their cla%%roo$% and acti6el! %ee, chan#e in %chool and %oci7 etal "olicie% and "ractice% that unfairl! $ar#inali;e %o$e %tudent% '! %ocial cla%%& race& lan#ua#e& and other $ar,er% of difference. @e%% clear in the literature& ho+e6er& i% ho+ %uch acti6i%$ can 'e enacted in the earl! !ear% of teachin# and +hat e8"erience% in and out of teacher education "ro#ra$% "ro$ote it% de6elo"$ent.

10 0 :tudie% of teacher candidate% -Bar$on& 20045 and e8"eri7 enced teacher% -@ad%on7Cillin#%& 20092 Aolon7>o+& 20052

Authentic Critical Caring

Versus

Aelated to thi% +or, on %ociall! )u%t teachin# and 0AT i% literature on critical carin# -Ceau'oeuf7@afontant& 20052 Ao'ert%& 20102 Aolon7>o+& 20052 Falen;uela& 19995. The%e critical care theori%t% ac,no+led#e Ioddin#% -20055 +ho challen#ed teacher% to "ractice (authentic care&* +hich focu%e% on teacher%< relation%hi"% +ith %tudent%& rather than on (ae%thetic care&* +hich focu%e% on o')ect% and idea% of %choolin#& %uch a% 'eha6ioral o')ecti6e%& #rade%& and te%t%. The%e %cholar%& ho+e6er& are critical of Ioddin#% +ho& the! %a!& offer% a (color7'lind* 6ie+ of carin# that doe% not con7 %ider "er%"ecti6e% on carin# in $ar#inali;ed #rou"% or the conte8t of carin# relation%hi"%. D% an alternati6e& Aolon7 >o+ -20055 called for (color-full5 critical carin#* -". 1035 that include% a co$"lete and accurate a""rai%al of the conte8t of the carin# relation%hi"& and an ac,no+led#$ent and addre%% of the raciali;ed conte8t% in +hich %tudent% li6e and #o to %chool.

Experiences That ro!ote Culturally Responsive" #ocially Just Teaching

20 Falen;uela& 19995 %u##e%t that certain t!"e% of e8"erience% 0 in and out of "re%er6ice teacher education can 'e i$"ortant influence% on culturall! re%"on%i6e& )u%tice7oriented teach7 er%J cro%%7cultural 'ac,#round e8"erience%& "re"aration "ro7 #ra$ coherence around 0AT and %ocial )u%tice -acro%% cour%e%& field e8"erience%& and %u"er6i%ion5& and %tron# %u"7 "ort% durin# the earl! !ear% of teachin#. Cross-cultural (ac)ground experiences* Bar$on -20045 defined cro%%7cultural e8"erience% a% tho%e (in +hich there Ki%L o""ortunit! for direct interaction +ith one or $ore indi6idu7 al% fro$ a cultural #rou" different than one<% o+n* -". 2075. 0andidate%< cro%%7cultural e8"erience% 'efore enterin# and ad)acent to their teacher "re"aration "ro#ra$% ha6e 'een lin,ed to #reater o"enne%% to di6er%it! -Dda$%& Cond!& 1 .uhel& 20052 Bar$on 20045 and co$$it$ent to teachin# in ur'an and/or hi#h need% %chool% -Ta!lor 1 4ran,en'er#& 20095. Ta!lor and 4ran,en'er# -20095 found that teacher candidate% +ithout "rior ur'an e8"erience% 'eca$e le%% co$$itted to ur'an teachin# o6er the cour%e of their !ear7 lon# ur'an teacher "re"aration "ro#ra$ than candidate% +ith %o$e "rior ur'an e8"erience. Teacher preparation experiences* D nu$'er of %tudie% -Dtha7 na%e% 1 Eli6eira& 20082 @ad%on7Cillin#%& 20012 c>onald& 20075 ha6e indicated that "ro#ra$% +ho%e cour%e +or,& field e8"erience%& and %u"er6i%ion cohere around a co$$on 6i%ion of 0AT and %ociall! )u%t teachin# are $ore effecti6e than $ore fra#$ented "ro#ra$%. Dthana%e% and Eli6eira -20085 %tudied #raduate% of %uch a "ro#ra$ and found that $o%t +ere actin# a% ad6ocate% in and out of their cla%%roo$% -e.#.& %ettin# u" e8tra tutorial% out%ide of cla%% to $eet di6er%e learnin# need%& %"ea,in# out to o'tain needed re%ource% for %"ecial need% %tudent%& %tartin# a 'ilin#ual "arent #rou"5. The%e teacher% re"orted that the! felt inclined to do %o 'ecau%e their "re"aration "ro#ra$ cour%e% had e$"ha%i;ed the i$"ortance of ad6ocac! and "ro6ided o""ortunitie% in their field+or, to "ractice intercedin# on 'ehalf of %tudent% and their fa$ilie%. 9n addition& a %$all #rou" of lon#itudinal %tudie% ha6e de$on%trated a lin, 'et+een teacher "re"aration "ro#ra$ coherence around an e=uit!7oriented $i%%ion and ur'an teacher retention -4reed$an 1 D""le$an& 20092 Muart; 1 TEH Ae%earch Brou"& 20035. 4or e8a$"le& 4reed$an and D""le$an<% -20095 %tud! of #raduate% of the Nni6er%it! of 0alifornia at Cer,ele!<% ulticultural Nr'an :econdar! En#li%h 0redential Hro#ra$ o6er a 57!ear "eriod found that #raduate% +ho re$ained teachin# in hi#h7"o6ert! ur'an %chool% %aid the! had intentionall! entered an ur'an teacher "re"aration "ro#ra$ +ith (a %en%e of $i%%ion& +hich +a% reinforced and de6elo"ed '! KtheirL teacher education "ro7 #ra$* -". 3295. #upport $or e+uity teaching during the early years o$ teach- ing* Aecent %tudie% -Hico+er& 20112 Hui# 1 Aecchia& 20122 Aitchie& 20125 ha6e de$on%trated the "o+er of

Journal o$ Teacher Education %&(')

%u""ort net+or,% for %u%tainin# %ociall! )u%t teachin# in the earl! !ear% of teachin#. Hico+er -20115 %tudied %i8 #raduate% of a )u%tice7oriented "re"aration "ro#ra$ +ho $et a% a critical in=uir! %tud! #rou" 'i+ee,l! the !ear after #raduation. :he found that the #rou" %u""orted the%e teacher%< effort% to inte#rate critical "eda#o#! into a $an7 dated curriculu$ and %"ea, a#ain%t "olicie% that the! felt +ere not in the 'e%t intere%t% of their %tudent%. Aitchie -20125 found that )u%tice7oriented teacher net+or,% "la!ed an i$"ortant role in %u%tainin# ei#ht "racticin# teacher% +ho%e +or, in critical "eda#o#! or teachin# for %ocial )u%tice ha% 'een de%cri'ed in 'oo,-%5 or )ournal article-%5 durin# the "a%t 10 !ear%.

2.

/o+ do the%e teacher% de%cri'e their "ractice% a% %ociall! )u%t teacher%O

A +ra&e)or, for Developing Justice. /riented Decision 0a,ing in Teachers

0hu''uc, -20105 offered a fra$e+or, for thin,in# ho+ teacher% can $a,e "eda#o#ical deci%ion% that ai$ at %ocial )u%tice. :he ar#ued that %ociall! )u%t teacher% need to u%e an indi6idual and %tructural orientation in their deli'eration%. Dn indi6idual orientation to a %tudent +ho i% %tru##lin# to read& for e8a$"le& lead% the teacher to anal!;e the %tudent<% "ro'le$ onl! in ter$% of that indi6idual<% e8"erience%. :uch anal!%i% $i#ht lead the teacher to "ro6ide e8tra %u"7 "ort in decodin# %,ill de6elo"$ent or %ee, a%%i%tance fro$ the %chool<% %"ecial education %"eciali%t& 'ut it can al%o lead to 'la$in# the %tudent or the %tudent<% "arent% for the read7 in# "ro'le$. Dddin# a %tructural orientation to+ard "rofe%7 %ional reflection and teachin# e8"and% a teacher<% a'ilit! to $a,e "eda#o#ical deci%ion%. The teacher +ill %ee the %tru#7 #lin# reader not onl! +ith uni=ue e8"erience% 'ut al%o (a% a $e$'er of a lar#er %ociocultural #rou" that $a! ha6e e8"erienced %tructural& in%titutional 'arrier% to learnin#* -". 2015. :o in addition to e8tra teachin# or %ee,in# %u""ort %er6ice%& the teacher $i#ht "ro$ote $ore u%e of %tudent%< (fund% of ,no+led#e* -Aodri#ue;& 20135 a$on# fello+ teacher%& +or, for chan#e in a (drill and "ractice* readin# curriculu$ in the %chool& or ad6ocate to the %chool 'oard for lo+er cla%% %i;e%.

0etho d
Cecau%e thi% %tud! +a% e8"lorator! and ai$ed to #enerate factor% that contri'ute to a teacher<% definition and enact$ent of %ociall! )u%t teachin#& 9 cho%e an inter"reti6e $ethod of in=uir! -@incoln 1 Bu'a& 19855& u%in# a %$all #rou" of 1%t7 !ear teacher% fro$ the %a$e "ro#ra$ a% ca%e %tudie% -:ta,e& 19955& to addre%% the%e =ue%tion%J 1. /o+ do recent #raduate% fro$ a )u%tice7oriented ur'an teacher education "ro#ra$ +ho are no+ teach7 in# in ur'an %chool% de%cri'e their orientation to+ard %ociall! )u%t teachin#O

3. 4.

?hat "re"ro#ra$& "ro#ra$& and "o%t"ro#ra$ factor% do the%e teacher% de%cri'e a% influence% on their %ociall! )u%t teachin# "ractice%O ?hat relation%hi"% can 'e %een a$on# the%e teacher%< orientation% to+ard %ociall! )u%t teachin#& %elf7 de%cri'ed teachin# "ractice%& and %elf7re"orted "re7 "ro#ra$& "ro#ra$& and "o%t"ro#ra$ influence%O

Context and ,ata #ources

@ocated in a $id%i;ed 0atholic uni6er%it! in $id+e%tern Nnited :tate%& the under#raduate and "o%t'accalaureate teacher "re"aration "ro#ra$ in thi% %tud! fore#round% ,no+led#e& di%"o%ition%& and "ractice% needed to teach in raciall! and culturall! di6er%e %chool% acro%% cour%e +or, and field e8"erience%. 9n earl! foundational cour%e% %uch a% Teachin# in a >i6er%e :ociet!& 0hild and Ddole%cent >e6elo"$ent in a >i6er%e :ociet!& and 9ntroduction to @earnin# and D%%e%%$ent& %tudent% read fro$ a 6ariet! of %ource% that challen#e the$ to interro#ate their enterin# 'elief% and ,no+led#e a'out raciall!& lin#ui%ticall!& ethni7 call!& and %ocioecono$icall! di6er%e %tudent% and cla%%7 roo$%. The! acti6el! "artici"ate in after7%chool tutorin# "ro#ra$% and earl! field e8"erience% in ur'an churche% and %chool% and are a%,ed continuall! to +rite a'out and di%cu%% their e8"erience% in li#ht of their readin#%. The! then ta,e a 6ariet! of $ethod% cour%e% that are cou"led +ith four addi7 tional #uided field e8"erience% in ur'an %chool% +here the! ha6e $ulti"le o""ortunitie% to "ractice culturall! re%"on%i6e and critical "eda#o#ie% +ith raciall!& lin#ui%ticall!& and eco7 no$icall! di6er%e %tudent%. Dcro%% the curriculu$& the! di%7 cu%% and de'ate educational "olic! i%%ue% relatin# to %ocial )u%tice and %tructural ine=uitie%& dra+in# connection% to their ur'an field e8"erience%. 9n addition to the%e re=uired field e8"erience% durin# their "ro#ra$& $an! candidate% 6olun7 teer a% tutor%& teacher%& recreation director%& and/or child care +or,er% for a 6ariet! of or#ani;ation% %er6in# children and !outh li6in# in "o6ert! in local& national& and international %ettin#%. >urin# their final %e$e%ter& the! co$"lete a full %e$e%ter of %tudent teachin# in an ur'an cla%%roo$. Thi% %tud! +a% "art of a lar#er in6e%ti#ation of teachin# di%"o%ition de6elo"$ent that 9 'e#an +ith one of $! col7 lea#ue%. ?e conducted "reli$inar! data collection and anal7 !%i% to#ether2 ho+e6er& 9 co$"leted final data collection and anal!%i% +ith 6ariou% #raduate re%earch a%%i%tant% o6er a 27!ear "eriod. 4or the lar#er %tud!& +e in6ited all 9P %tudent% co$"letin# %tudent teachin# durin# Januar! and June of 2008 to "artici"ate. 9n all& 37 %tudent% 6olunteered and "ar7 tici"ated in the fir%t "ha%e of data collection. Thi% lo+ le6el of "artici"ation +a% "ro'a'l! due to the ti$in# of our re=ue%t at the end of the %e$e%ter +hen candidate% +ere co$"letin# %tudent teachin#& "re"arin# for #raduation& and "artici"atin# in )o' %earche%. 9n addition& for econo$ic rea%on%& $an! #raduate% +ere $o6in# out of %tate and clo%er to their fa$ilie%. D !ear after the fir%t inter6ie+& 31 of the ori#inal 37 teacher% +ere teachin# and a6aila'le for a %econd inter6ie+. Cecau%e

Ta"le %$ *rofile of Teacher '

=ue%tion% a% a fra$e+or, and con%iderin# $! literature

:ir t teach $o itio n *u&lic E@ hi tor1 *u&lic F32 E6 Ed *arochi al 1 t "rade !harter 1 t "rade !harter 6th "rade !harter 5th "rade *u&lic E@ En"li h *u&lic E@ En"li h *u&lic E@ math *u&lic 4th "rade *u&lic 3rd "rade *arochi al 1 t "rade

Eome( cho ol Dame A"e &ac;"rou #ace("ender nd <ichael 23 ?< @u&ur&an *arochi al !a ie 22 ?: @u&ur&an *arochial :rancine 22 ?: @u&ur&an *arochi al Anna 22 ?: @u&ur&an *arochial #o ina 24 ?: @u&ur&an *arochial Fatel1n 22 ?: >r&an *u&li c ,on 2/ ?< >r&an *u&lic An"ela 24 AA3: >r&an *u&li c Jerem1 25 ?< >r&an *u&lic <e"an 22 ?: To2n *arochial Adriana 22 ?: To2n *u&li c Fell1 23 ?: To2n *u&lic

tant and 9 co$"leted %e6eral %e"arate readin#% of the inter7 6ie+% and %u"er6i%or narrati6e% and then u%ed o"en codin# and anal!tic $e$o% to %e"aratel! identif! "reli$inar! e$ic code% -0or'in 1 :trau%%& 20085. 4or e8a$"le& in de%cri"tion% of %ociall! )u%t teachin# "ractice%& the%e teacher% fre=uentl! $entioned (hi#h e8"ectation%* and (connectin# +ith "ar7 ent%.* Dfter our %e"arate readin# and anal!%i%& +e )ointl! a#reed on a "reli$inar! codin# li%t and u%ed the re%earch =ue%tion% to or#ani;e the%e code% around three lar#e cate#o7 rie%J %ocial )u%tice definition%& teachin# "ractice%& and influ7 ence%. Then& u%in# IFi6o 9.0 -M:A 9nternational& el'ourne& Du%tralia5& +e %e"aratel! tried out the codin# on t+o %et% of inter6ie+% and %u"er6i%or narrati6e%. D#ain& +e $et to ne#o7 tiate codin# on the%e t+o ca%e% to a#ree$ent and further refine codin# cate#orie%. ?e continued thi% %e"arate and )oint codin# and refine$ent of code% for the re%t of the inter7 6ie+% and narrati6e%. Ence all +ere coded& +e u%ed IFi6o to create data di%"la!% and %earch for "attern% +ithin and acro%% the ca%e%. 9n thi% %ta#e of a8ial codin#& +e added %o$e etic code% -0or'in 1 :trau%%& 20085& +hich +e dre+ fro$ the literature. Then& in li#ht of the%e etic code%& +e %e"aratel! reread and re7coded the data and once a#ain ne#otiated our codin# to a#ree$ent. To illu%trate& under the 'road cate#or! of (teachin# "ractice%&* +e added (+ar$ de$andin#* -Cond!& Ao%%& /a$'acher& 1 Dco%ta& 20132 9r6ine& 20035

-ote* A"e denote a"e at "raduation' ?< G ?hite male7 E@ G econdar17 ?: G ?hite female7 E6 Ed G $ecial education7 AA3: G African American female'

%cri'ed5& one co$"leted at the end of %tudent teachin# and the other at the end of the 1%t !ear of teachin# -D""endi8 D52 -'5 a de$o#ra"hic %ur6e! -D""endi8 C52 and -c5 %tudent teachin# narrati6e e6aluation% '! t+o %u"er6i%or%.

of our "ro#ra$<% focu% on ur'an teacher "re"aration& fro$ the%e 31 teacher%& 9 %elected for clo%er e8a$ination onl! tho%e 12 teacher% +ho in June of 2009 had co$"leted at lea%t 1 !ear of teachin# in an ur'an %chool +ith at lea%t 50Q of the %tudent% eli#i'le for free or reduced lunch -%ee Ta'le 15. The%e teacher% +ere %i$ilar to our t!"ical #raduate% in a6er7 a#e a#e -235& #ender -70Q fe$ale5& race -92Q ?hite5& and 'ac,#round -P7Q #re+ u" in %u'ur'% or %$all to+n%2 50Q attended "arochial %chool%5. The! differed %o$e+hat in area of certification -P0Q ele$entar!2 40Q %econdar!52 our "ro7 #ra$ i% e6enl! %"lit 'et+een the t+o area%. Hri$ar! data %ource% included -a5 t+o P07$in %e$i%truc7 tured inter6ie+% -face7to7face or '! "hone& ta"ed and tran7

,ata Analysis
9 u%ed inducti6e and deducti6e $ethod% to conduct indi6id7 ual and cro%%7ca%e anal!%i% - ile% 1 /u'er$an& 19942 :ta,e& 19952 Rin& 20035& 'e#innin# after each of the%e teacher% co$"leted %tudent teachin#. 4ir%t& u%in# the re%earch

and (fund% of ,no+led#e "eda#o#ie%* -Bon;ale;& oll& 1 D$anti& 20052 Aodri#ue;& 20135 'ecau%e of their %i#nifi7 cance in the 0AT literature& a'ilit! to 'rin# to#ether %o$e of our "reli$inar! code%& and %tren#th in hel"in# u% $a,e di%7 tinction% acro%% the ca%e%. 4or e8a$"le& $an! teacher% di%7 cu%%ed (hi#h 'eha6ioral e8"ectation%.* /o+e6er& %o$e +ere u%in# the $ore a%%et7oriented "er%"ecti6e of (+ar$ de$and7 er%&* +hile other% held $ore deficit 6ie+% of 'eha6ior $an7 a#e$ent and control. 4inal codin# cate#orie% are outlined in Ta'le 2. Dfter the %econd inter6ie+ tran%cri"t for each teacher +a% a6aila'le& another re%earch a%%i%tant and 9 u%ed the %a$e cod7 in# fra$e+or, to code the%e inter6ie+%. Then& dra+in# fro$ all of the data collected on each ca%e& 9 +rote detailed ca%e re"ort% for each teacher that %u$$ari;ed definition% of %ociall! )u%t teachin#& %elf7re"orted teachin# "ractice%& "re7 "ro#ra$ cro%%7cultural e8"erience%& "ro#ra$ influence%& ad)acent influence%& and on7the7)o' influence%. To %earch for "attern% and $a,e co$"ari%on%& 9 u%ed the ca%e re"ort% to create chart% that %u$$ari;ed re%ult% on each of the%e factor% acro%% the ca%e% -Ta'le 3 i% an e8a$"le5. Dt thi% "oint& +e al%o u%ed 0hu''uc,<% -20105 fra$e7 +or, on orientation% to+ard %ociall! )u%t "rofe%%ional reflection and "eda#o#ical deci%ion $a,in# in an effort to cla%%if! the teacher% a% indi6iduall! or %tructurall! oriented. /o+e6er& the data %u##e%ted that +hile hel"ful& the (indi7 6idual* and (%tructural* 'inar! did not ca"ture the 6ariou% co$'ination% of %ociall! )u%t teachin# definition% and

Ta"le 1$ :inal !odin" !ate"orie ' ,efinition of teachin" for ocial )u tice .nfluence Teachin" $ractice

8>n ure9 !arin" relation hi$ !ulturall1 di+er e F312 chool 8@ee difference 9 Ei"h academic e6$ectation !ulturall1 di+er e famil1 8All children can learn9 @;ill(content in truction #eli"iou +alue 8All ;id de er+e "ood teacher 9 8:und of ;no2led"e9 $eda"o"ie !ro 3 cultural friend hi$ :airne > e tudent intere t !ro 3cultural em$lo1ment ,i+er e $er $ecti+e !ultural heroe 4 holida1 !ro 3cultural +olunteer( er+ice @tudent3centered Build &ac;"round ;no2led"e ,i+er e field e6$erience @tudent em$o2erment ,ifferentiation *ro"ram cour e (in tructor Build racial $ride Ei"h &eha+ioral e6$ectation !olle"e cour e (in tructor Teach ur+i+al in un)u t 2orld !on i tent tructure(routine *ro"ram u$er+i or *re)udice reduction 8?arm demandin"9 *ro"ram theme of ocial )u tice .n $ire ocial mo&ilit1 @tudent em$o2erment !ollea"ue #ai e a2arene re% !onnect 2ith $arent Admini trator chool and ocietal in)u tice !hallen"e tatu =uo > e communit1 re ource @u$$ort "rou$ !on ciou ne 3rai in" <entor *romote tudent acti+i m @chool mi ion Ad+ocac1 for chan"e in chool $olicie ($ractice

Ta"le 2$ -rientation to @ociall1 Ju t Teachin"4 @elf3,e cri&ed Teachin" *ractice 4 and .nfluence '
!ulturall1 re $on i+e teachin" $ractice influence @oci Ei"h ?arm *aren !on ciou ne al Dame orientation !are demand e6$ectation :oF connect e6$erience u$$ort <ichael @3. H H H H H !a ie @3. H H H H H H :rancine @3. H H H H H H Anna @3. H H H H H H #o ina @3. H H H H H H Fatel1n .3@ H H H H H An"ela .3@ H H H H H ,on .3@ H H Jerem1 . H H <e"an . H Adriana . H Fell1 . H *ro"ram and non$ro"ram

*re$ro"ram *ro"ram cro 3 :ield Don$ro"ram rai in" Ad+ocac1 e6$erience cour e 2or; H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H H

-ote* :oF G fund of ;no2led"e $eda"o"ie 7 @3. G tructural(indi+idual7 .3@ G indi+idual( tructural7 . G indi+idual'

"ractice% that the%e teacher% +ere de%cri'in#. Therefore& +e found it nece%%ar! to e8"and on 0hu''uc,<% fra$e+or, to include three cate#orie% of orientation to+ard %ociall! )u%t teachin# that hi#hli#hted different e$"ha%e% in the%e teach7 er%< thin,in# and teachin# "ractice%J :tructural/9ndi6idual

-:/95& 9ndi6idual/:tructural -9/:5& and 9ndi6idual -95. Tho%e +ith an :/9 or an 9/: orientation e8hi'ited %o$e le6el of (%ociocultural con%ciou%ne%%* -@ad%on7Cillin#%& 2001& ". 1205 +hen thin,in# a'out their %tudent% and ho+ to teach the$2 the! offered e6idence that the! %a+ their %tudent% not

%i$"l! a% indi6idual% 'ut a% $e$'er% of lar#er racial& cul7 tural& and/or %ocioecono$ic #rou"% often $ar#inali;ed in traditional %chool%. 9n addition to carin# for their %tudent%& all of the :/9 and 9/: teacher% offered e6idence that the! +ere dra+in# fro$ their %tudent%< (fund% of ,no+led#e* -Bon;ale; et al.& 20052 Aodri#ue;& 20135 to teach content2 the! re#ularl! $ade u%e of their %tudent%< cultural a%%et%Slan#ua#e%& ho$e/fa$il! co$$unication "ractice%& literature& "o"ular culture& and hi%torie%. ?hat di%tin#ui%hed the :/9 teacher% fro$ the 9/:

teacher%& ho+e6er& +a% that the :/9 teacher% +ere al%o en#a#ed in acti6i%$ -con%ciou%ne%%7rai%in# and ad6ocac!5 +ithin and out%ide of their cla%%roo$%. 9n contra%t& the teacher% +ho$ +e cla%%ified a% indi6idu7 all! oriented -95 did not e8hi'it an! %ociocultural con%ciou%7 ne%% in their de%cri"tion% of %ociall! )u%t teachin# nor did the! de%cri'e an! 0AT "ractice%. The! de%cri'ed their "rac7 tice of %ociall! )u%t teachin# "ri$aril! a% carin# relation%hi"% +ith indi6idual %tudent%.

%tudent% and ho+ the! Kher %tudent%L (had a ri#ht to* and are (full! ca"a'le of doin# . . . +hat other

*esul ts
9n thi% %ection& 9 %u$$ari;e -a5 ho+ the%e 12 teacher% +ere oriented to+ard %ociall! )u%t teachin#& -'5 +hat the! 6ie+ed a% "ractice% of %ociall! )u%t teachin#& and -c5 +hat e8"eri7 ence% 'efore& durin#& and after their teacher "re"aration the! %a+ a% influence% on tho%e "ractice%. 9n addition& 9 di%cu%% relation%hi"% a$on# orientation& "ractice%& and influence% acro%% the%e teacher% that are di%"la!ed in Ta'le 3.

#ocially Just Orientations

Teaching

Ei#ht teacher% +ere indi6iduall! and %tructurall! oriented to+ard %ociall! )u%t teachin#. 4i6e +ere $ore %tructurall! ori7 ented -:/95& +hile three +ere $ore indi6iduall! oriented -9/:5. The other four teacher% +ere onl! indi6iduall! oriented -95. #./ orientation0 Consciousness-raising and advocacy* 9nter6ie+% indicated that 0a%%ie& ichael& 4rancine& Ao%ina& and Dnna had a %tructurall! and indi6iduall! oriented conce"tion of %ociall! )u%t teachin# +ith emphasis on the structural. The%e teacher% u%ed %ociocultural and e=uit! fra$e+or,% to define %ociall! )u%t teachin#. 4or e8a$"le& Ao%ina %aid it +a% (teachin# %tudent% +ho ha6e 'een left 'ehind in the %ocial net+or, K'ecau%e ofL %ocioecono$ic %tatu%.* 0a%%ie and Dnna %aid it +a% ('ein# an ad6ocate for chan#e* in +hat 0a%%ie called (%!%te$% that 'la$e the 6icti$.* The%e teacher% de%cri'ed a ran#e of teachin# "ractice% that included con%ciou%ne%%7rai%in#& ad6ocac!& 0AT& and carin# relation%hi"%. Cecau%e their con%ciou%ne%%7rai%in# and ad6ocac! acti6itie% %et the%e teacher% a"art& 9 hi#hli#ht ho+ the%e teacher% de%cri'ed tho%e "articular "ractice% in their teachin#. Dll fi6e teacher% de%cri'ed effort% +ithin their cla%%roo$% to $a,e %tudent% $ore a+are of %ocietal in)u%tice& ta,e "o%i7 tion% on contro6er%ial to"ic%& and %ee the$%el6e% a% ca"a'le of $a,in# a difference in their co$$unitie%. ichael %aid that he +anted to $a,e hi% "redo$inantl! Dfrican D$erican hi%tor! %tudent% (=ue%tion e6er! fact that their te8t'oo,% . . . $a! force7feed the$* and %ee (that . . . the Nnited :tate% i% not . . . the 'a%tion of freedo$ and de$ocrac! that a lot of te8t'oo,% "aint it a%.* 0a%%ie %hared +ith her %tudent% her "erce"tion of the %chool<% unfair curricular "ractice% for %"e7 cial education

cla%%roo$% are doin#.* Dnna de%cri'ed a curriculu$ +here %he +a% tr!in# (to e8"o%e %tudent% to . . . in)u%tice% in the +orld* and #et the$ to (+ant to do %o$ethin# a'out Kthe$L.* Ao%ina de%cri'ed curricular to"ic% that included hi%torical e8a$"le% of o""re%%ion -Dfrican D$erican% in the Ji$ 0ro+ :outh& 0hicano far$ la'orer%5 and in)u%tice% ta,in# "lace in their (o+n nei#h'orhood%&* %uch a% di%"aritie% in food "rice% and acce%% to health! food% acro%% area% of the cit!. 9n addition& 4rancine and ichael e8"lained ho+ the! +ere hel"in# their %tudent% thin, of the$%el6e% a% chan#e a#ent% in their co$$unitie%. 4rancine or#ani;ed her fir%t #rade %tudent%& $an! fro$ i$$i#rant fa$ilie%& into a tea$ that %he called the (Heace$a,er%.* :he +anted the$ to %ee the$%el6e% not onl! a% (#ood friend%* 'ut al%o a% (!oun# author%* +ho (can #ro+ u" to $a,e a difference.* Cecau%e ichael +anted hi% hi#h %chool %tudent% to (,no+ that the! don<t li6e in a 6acuu$ and that . . . e6er! da! the! can do %o$ethin# to hel" %o$eone el%e&* he rai%ed fund% to ta,e a #rou" of hi% %tudent% on a /a'itat for /u$anit! tri" to a rural area in another %tate to hel" "eo"le +ho +ere lo%in# their far$%. /i% rationale +a%& (9 thin, the! #re+ u" in a %!%te$ that $ade the$ thin, of the$%el6e% a% the%e under"ri6ile#ed ,id% K+hoL can<t hel" other "eo"le.* 9n addition to the%e con%ciou%ne%%7rai%in# acti6itie% in their curricula& 4rancine& ichael& and 0a%%ie al%o de%cri'ed +a!% the! +ere en#a#ed in ad6ocac! de%i#ned to chan#e unfair %tructure% or curricular "olicie% that li$it o""ortuni7 tie% for %tudent%. 4or e8a$"le& in her 1%t !ear of teachin# fir%t #rade& 4rancine +a% tr!in# to (hel" the +hole %chool . . . #i6e e6er! ,id a chance to learn* '! chan#in# +hat %he called the %chool<% (traditional and con%er6ati6e* readin# curriculu$ +hich had all %tudent% readin# the %a$e %torie% and ta,in# the %a$e %"ellin# te%t e6er! +ee,. :he noted that in a %chool +here o6er 90Q of the %tudent% +ere %tudent% of color and %econd lan#ua#e learner%& (D lot of the thin#% +e<re doin# aren<t reall! 'eneficial to a lot of the ,id%.* :o %he con6inced the "rinci"al to find fund% for a ne+ readin# curriculu$ that +a% de%i#ned to indi6iduall! a%%e%% all of the %tudent% and then "ro6ide $ulticultural readin# $aterial% and a%%i#n$ent% that +ould addre%% 6ariou% %tudent need%. 9n her %chool +here all of the %tudent% +ere eli#i'le for %u'%idi;ed lunch and $o%t +ere %econd lan#ua#e learner%& 0a%%ie e8"re%%ed di%$a! o6er the lac, of educational o""or7 tunitie% a6aila'le to her %tudent% +ho +ere cla%%ified '! the %chool a% %"ecial education %tudent%J ( ! %tudent% +ere held to incredi'l! lo+ e8"ectation%. 9n "re6iou% !ear%& the! ate 'rea,fa%t and lunch in the cla%%roo$ and +ere not e8"o%ed to an! cla%%e% or . . . acade$ic content +ith #eneral education "eer%.* C! the end of her 1%t !ear of teachin#& %he had con7 6inced the %chool ad$ini%tration to chan#e their $ain%trea$7 in# "olicie% %o that her %tudent% +ere not i%olated durin# rece%%. :he al%o contacted the %chool di%trict<% %u"erinten7 dent to ar#ue for her %tudent%< need for %tandard $ath and literac! curricula. :he 'orro+ed curricular $aterial% fro$ her collea#ue% and fro$ the di%trict<% curricular +arehou%e&

e8"lainin#& (9 +ill do +hat it ta,e% to "ro6ide K$!L %tudent% +ith acce%% to tho%e $aterial%.* /.# orientation0 CRT and caring* Three of the%e teacher% ->on& .atel!n& and Dn#ela5 +ere indi6iduall! and %tructurall! ori7 ented to+ard %ociall! )u%t teachin# 'ut +ith emphasis on the individual. The%e teacher% u%ed a co$'ination of %ociocul7 tural and indi6iduali%tic fra$e+or,% to define %ociall! )u%t teachin# and de%cri'e their teachin# "ractice%. .atel!n and >on %"o,e a'out "ro6idin# (e=ual o""ortunitie%* for %tu7 dent% +ho don<t al+a!% ha6e the$& %uch a% (#i6in# ,id% the o""ortunit! to #o to colle#e.* Dn#ela %aid that %ociall! )u%t teachin# in6ol6e% (,no+in# that Kall %tudent% ha6eL the ri#ht to learn no $atter +hat their 'ac,#round i%* and (teachin# e6er! %tudent the +a! Khe or %heL can learn.* 9n "articular& the! de%cri'ed their teachin# "ractice% "ri$aril! a% a co$'i7 nation of 6ariou% 0AT %trate#ie% de%cri'ed earlier and carin# relation%hi"% +ith indi6idual %tudent%. D% %een in Ta'le 3& there +a% e6idence of 0AT $ethod% -(fund% of ,no+led#e* "eda#o#ie%& hi#h e8"ectation%& +ar$ de$andin#& connection +ith "arent%5 in all ei#ht of the :797 and 97:7oriented teacher%. /o+e6er& here 9 de%cri'e ho+ >on and Dn#ela +ith their 97: orientation focu%ed on culturall! re%"on%i6e carin# relation%hi"%. 9n 'oth inter6ie+%& >on& a ?hite En#li%h teacher in a "re7 do$inantl! Dfrican D$erican "u'lic hi#h %chool& tal,ed a'out the i$"ortance of (ra""ort* and "er%onal in6ol6e$ent +ith hi% %tudent%J (9 +ant to tal, to the$ e6er! da! . . . 9 +ant to 'e a "er%on that the! can rel! on.* 9n 'oth inter6ie+% he de%cri'ed hi% %ucce%% in hel"in# %tudent% na6i#ate colle#e and )o' a""lication% and al%o #ettin# financial aid for further education. Coth of >on<% inter6ie+% al%o indicated that an i$"ortant +a! that he e%ta'li%hed thi% ra""ort and al%o tau#ht En#li%h +a% '! ta""in# into hi% %tudent%< cultural re%ource%. 9n hi% %econd inter6ie+& he e8"lained& (9 thin, ,no+led#e of the culture of the "eo"le !ou<re teachin# i% incredi'l! i$"ortant. Rou ha6e to ,no+ +here the!<re co$in# fro$ . . . ?e ha6e to Kal+a!%L 'e learnin# fro$ our ,id%.* To $ore full! under7 %tand hi% %tudent%< lan#ua#e& +a!% of e8"re%%ion& and hu$or& he con%ulted +ith Dfrican D$erican collea#ue% a'out (%lan# +ord%* that hi% %tudent% u%ed. /e al%o %aid that he had %"ent (a ton of ti$e* li%tenin# to their $u%ic& #oin# to their $o6ie%& and (+atchin# . . . all the%e old Clac, %itco$% that the! tal, a'out.* 9n 'oth inter6ie+%& he offered e8a$"le% of ho+ he u%ed Dfrican D$erican "o"ular culture and lan#ua#e a% 'rid#e% to under%tandin# literature and de6elo"in# +ritin# %,ill%. /e u%ed the $u%ic of Tu"ac :ha=ur and 4a$ed Aa""er to teach "oetr! and no6el%. /e tau#ht "ara"hra%in# '! a%,in# %tudent% to tran%late ra" %on#% (%o that a ?hite "er%on can under%tand.* Dn#ela& an Dfrican D$erican En#li%h teacher in a "re7 do$inantl! Dfrican D$erican hi#h %chool& al%o conce"tual7 i;ed her %ociall! )u%t teachin# a% a co$'ination of 0AT and carin#. :he e8"lained ho+ %he dre+ lar#el! fro$ her o+n

e8"erienceJ (9 a$ Dfrican D$erican and 9 teach Dfrican D$erican children& %o 9 feel li,e 9<$ in tune to +hat<% Tcul7 turall! rele6ant.<* :he i% direct +ith her %tudent% a'out +h! the! need to learn :tandard En#li%hJ
! %tudent% . . . %"ea, Dfrican D$erican Fernacular En#li%h. 9 tell the$ that<% not +ron#2 it<% a "art of our culture . . . Cut !ou ha6e to 'e a'le to %"ea, :tandard En#li%h . . . K'ecau%eL . . . "eo"le )ud#e !ou 'a%ed on ho+ !ou loo, and ho+ !ou %"ea,.

/o+e6er& %he indicated that %he +a% intere%ted in de6el7 o"in# her %tudent%< 'ilin#uali%$. To teach :tandard En#li%h& %he had her %tudent% tran%late :tandard En#li%h te8t% into Dfrican D$erican Fernacular En#li%h -DDFE5 and al%o +rite "ara#ra"h% in DDFE and then tran%late the$ into :tandard En#li%h. 9n her %econd inter6ie+& Dn#ela re"orted her %ucce%% in co$'inin# hi#h e8"ectation% +ith e$otional +ar$th. :he recalled that +hen %he fir%t ca$e into her %chool& %tudent% ("rett! $uch did +hate6er the! +anted* 'ut no+ +ith her (%tructure and hi#h %tandard%&* her %tudent% reco#ni;e that (!ou don<t "la!* in her cla%%roo$. /o+e6er& %he $entioned nu$erou% +a!% that %he had "er%onall! connected +ith her %tudent%. :he %tarted a "eer $entorin# "ro#ra$ for her %chool<% 1%t7!ear %tudent% to $a,e the$ feel ($ore +el7 co$e&* %olicited $one! fro$ local $erchant% for %tudent% +ho could not afford "ro$ clothin#& and %hared her "er%onal e$ail and "hone nu$'er +ith %tudent% and "arent%. D% a re%ult& %he %aid that (a lot of $! %tudent% . . . call $e T a$a.<* E6en after the! lea6e her cla%%& (the! %to" '! durin# "a%%in# "eriod KtoL %till #et that little "er%onal $o$ent.* /ndividual orientation (/)0 1Color (lind2 caring* 4our teacher% - e#an& .ell!& Ddriana& and Jere$!5 +ere onl! indi6iduall! oriented in their reflection and "eda#o#ical deci%ion $a,in#. The! did not u%e %ociocultural fra$e+or,% to define %ociall! )u%t teachin#. 9n fact& t+o of the%e teacher% %aid that (%ociall! )u%t teachin#* +a% (hard to define.* ?hen "re%%ed& all of the%e teacher% u%ed fra$e+or,% that focu%ed on %tudent% a% indi6idual%. e#an and Ddriana %aid %ociall! )u%t teachin# +a% ('ein# o"en to difference%.* .ell! %aid it i% (tr!in# to under%tand +here each %tudent i% co$in# fro$.* Jere$! %aid it i% (#ettin# in6ol6ed in the li6e% of !our %tudent%.* Ddriana %tre%%ed that teachin# for %ocial )u%tice and 'ein# (a #ood teacher* +ere one and the %a$e& that a (#ood teacher* i% (carin#&* and *"o%iti6e* +ith %tudent%. :he offered an e8a$"le of ho+ %he reached out to one of her third #rader% +ho%e $other had diedJ (:he need% %o$eone to tal, to& to cr!& and to han# out +ith.* ?hen a%,ed directl! a'out hi% u%e of 0AT "ractice% +ith %tudent%& Jere$! re"lied that he did not ha6e $uch of an o""ortunit! to do %o 'ecau%e he teache% $ath. ?hen "re%%ed for an e8a$"le of ho+ her %ociall! )u%t teachin# "ractice% loo, in the cla%%roo$& Ddriana could onl! thin, of a holida! "ro#ra$ that the! had in her %chool +here the! (%an# a %on# in a different lan#ua#e.*

Dlthou#h all the%e teacher%& +hen a%,ed a'out their %ociall! )u%t teachin# "ractice%& #a6e e8a$"le% of carin# for indi6idual %tudent%& the! did %o +ithout $ention of their non7 ?hite %tudent%< race or cultural 'ac,#round%& nor did the! #i6e an! indication that the! had thou#ht a'out the %tructural ine=uitie% that $i#ht 'e i$"actin# their %tudent%< %chool e8"erience%. There +a% indication& ho+e6er& of deficit thin,7 in# in 'oth of the inter6ie+% of the%e four teacher%. ?hen %"ea,in# a'out her %tudent%< (different 'ac,#round%&* .ell! %"o,e a'out her need to 'e ("atient* +ith (%tudent% K+ho%eL ho$e li6e% aren<t a% de%ira'le a% the! $a! +i%h.* :he al%o %aid that her 1%t !ear of teachin# had 'een (%tre%%ful* 'ecau%e of (+here the ,id% co$e fro$* +hich +a% (%o ur'an.* :he #a6e e8a$"le% of %tudent% +ho (ha6en<t had 'rea,fa%t in the $ornin#* or +ho +ere ($o6in# all the ti$e.* 9n %"ea,in# a'out her %ociall! )u%t teachin# "ractice%& %he de%cri'ed %tu7 dent% (+ho co$e to %chool unclean and +ith dirt! clothe% and +ith not 6er! $uch %lee" and not 6er! $uch food* and ho+ %he tried to (hel" the$ #et o6er +hate6er<% #oin# on at ho$e.* Nnli,e the other ei#ht teacher% in thi% %tud!& Ddriana& e#an& .ell!& and Jere$! did not offer an! e8a$"le% in their %econd inter6ie+% of ho+ the! +ere u%in# their %tu7 dent%< cultural (fund% of ,no+led#e* -Bon;ale; et al.& 20055 in teachin#. e#an ac,no+led#ed the need to (chan#e and $odif! Kle%%on%L . . . 'ecau%e of ho+ differentl! children learn* 'ut ad$itted that (9 ha6e a lot to learn* a'out their (culture% KandL 'ac,#round%.*

at ur'an %ou" ,itchen%

Experiences0 reprogra!" Ad3acent" and On-theJo(

rogra!"

Ta'le 3 %ho+% relation%hi"% a$on# the%e teacher%< #eneral orientation% to+ard %ociall! )u%t teachin#& "rior cro%%7 cultural e8"erience%& teacher education "ro#ra$ e8"erience%& other e8"erience% +hile in colle#e& and on7the )o' %u""ort%. Dll ei#ht of the teacher% +ho %aid that the! enacted %ociall! )u%t teachin# throu#h ad6ocac!& con%ciou%ne%%7 rai%in#& and 0AT ca$e into their "re"aration "ro#ra$ +ith %i#nificant "rior cro%%7cultural e8"erience%. 9n addition& the! cited %e6eral feature% of the "ro#ra$ and 6ariou% %u""ort% durin# their 1%t !ear of teachin# a% i$"ortant influence% on their teachin# "ractice%. 9n contra%t& the four teacher% +ho de%cri'ed their %ociall! )u%t teachin# onl! a% (carin#* cited onl! the "ro#ra$<% field e8"erience% a% i$"ortant influence% on their "ractice. rior cross-cultural experiences* Iine of the%e teacher% ca$e into their "re"aration +ith %i#nificant "rior cro%%7cultural e8"erience%. Dn#ela& >on& .atel!n& and Jere$! #re+ u" in raciall! di6er%e nei#h'orhood% and attended ur'an "u'lic %chool%. >on +a% acti6e throu#hout hi% !outh on raciall! di6er%e athletic tea$% and for P !ear% coached "redo$inantl! Dfrican D$erican and @atino 'o!% on a local hi#h %chool foot'all tea$. .atel!n 6olunteered

and a "re%chool for children of !oun# $other% in her ur'an hi#h %chool. Dlthou#h the! #re+ u" in "redo$inantl! ?hite& %u'ur'an or %$all to+n nei#h'orhood%& 0a%%ie& ichael& 4rancine& Dnna& and Ao%ina al%o entered their teacher "re"aration "ro7 #ra$ +ith "rior cro%%7cultural e8"erience%& "ri$aril! throu#h e$"lo!$ent and/or co$$unit! %er6ice. E6er! %u$$er dur7 in# hi#h %chool& 0a%%ie 6olunteered at a %u$$er ca$" +here %he de6elo"ed clo%e friend%hi"% +ith three Dfrican D$erican +o$en +ho 'eca$e her colle#e roo$$ate%. ichael& 4rancine& and Ao%ina tutored at ur'an %chool% %er6in# "re7 do$inantl! Dfrican D$erican and :"ani%h7%"ea,in# %tu7 dent%. Dnna "artici"ated in %er6ice "ro)ect% %"on%ored '! her church that included +or, +ith children fro$ lo+7inco$e fa$ilie% in D""alachia and ?a%hin#ton& >.0.& e8"erience% +hich& %he %aid& $ade her a+are that %he (had a reall! %tan7 dard& ?hite& $iddle cla%% u"'rin#in#.* 9n contra%t& e#an& .ell!& and Ddriana #re+ u" in %$all to+n% and attended "arochial %chool% +here the! had little or no e8"o%ure to "eo"le of di6er%e race%& ethnicitie%& lan#ua#e%& or %ocioeco7 no$ic cla%%e%. Their fir%t interaction% +ith "eo"le of color +ere durin# colle#e. Additional cultural i!!ersion experiences during college* Dll nine of the teacher% +ho ca$e into the "ro#ra$ +ith "rior e8"erience% +or,in# in hi#h7"o6ert! %ettin#% e8"anded on the%e e8"erience% durin# colle#e. 4rancine 6olunteered in a local ho$ele%% %helter2 ichael %er6ed a% a $entor in a local Ci# Crother/Ci# :i%ter Hro#ra$. Dnna +or,ed +ith children dia#no%ed +ith auti%$ in their inner cit! ho$e%. Dn#ela and Ao%ina +or,ed a% tutor% in local Dfrican D$erican and @atino %chool%. 0a%%ie tau#ht in a hi#h7"o6ert! 0hica#o "u'7 lic %u$$er %chool "ro#ra$. .atel!n and Ao%ina %tudied and +or,ed in e8ico& +hich .atel!n %aid #a6e her the fir%thand e8"erience of ('ein# a %econd lan#ua#e learner.* 9n contra%t& e#an& .ell!& and Ddriana re"orted no interaction% +ith racial& ethnic& or %ocioecono$ic "o"ulation% different fro$ their o+n e8ce"t durin# their "ro#ra$ field e8"erience% in ur'an %chool%. rogra! conceptual $ra!e4or)" $ield4or)" courses" and !en- tors* D !ear after co$"letin# their "re"aration "ro#ra$& +hile all 12 %tudent% %"o,e a'out their di6er%e field e8"eri7 ence% a% $a)or influence% on their %ociall! )u%t teachin#& onl! the 8 teacher% +ho%e teachin# included culturall! re%"on%i6e& con%ciou%ne%%7 rai%in# and/or ad6ocac! "ractice%& al%o cited the "ro#ra$<% %ocial )u%tice the$e and %"ecific cour%e con7 tent and in%tructor% that challen#ed their thin,in# a'out %tu7 dent% and %chool%. ichael $entioned readin#% '! Bloria @ad%on7 Cillin#% and Haulo 4reire that "ulled hi$ out of hi% (co$fort ;one.* Dnna %aid that her educational "olic! cour%e +or, and readin#% (reall! o"ened $! e!e% to the ine=ualitie% in education.* :he e8"lained that thi% 6ie+ +a% reinforced '! her field e8"erience% in 6ariou% %chool% %er6in# different %ocioecono$ic cla%%e% +here %he %a+ di%"aritie% in re%ource%&

teachin# $ethod%& and +hat %tudent% +ere a'le to do. 4ran7 cine recalled +ritin#% '! Jonathan .o;ol that in%"ired her to +ant to +or, +ith %tudent% (in difficult %ituation% and diffi7 cult %chool%* and not #o there to 'e a (%u"erhero* 'ut to %i$7 "l! +or, +ith ,id% to ('rin# the 'e%t out in the$.* 0a%%ie re$e$'ered ho+ her coo"eratin# teacher in %tu7 dent teachin# (creati6el! $et the need% of En#li%h lan#ua#e learner%* and %tudent% +ith dia#no%ed learnin# di%a'ilitie% and %aid that %he +a% u%in# $an! of tho%e $ethod% in her 1%t !ear of teachin# %"ecial education in a %chool %er6in# a lar#e nu$'er of En#li%h lan#ua#e learner%. ichael %"o,e a'out 'ein# "laced in %tudent teachin# +ith (t+o "heno$enal hi%7 tor! teacher%* fro$ +ho$ he learned (%o $uch a'out the realit! of da!7to7da! ur'an education&* includin# (ho+ to deal +ith 'ureaucrac! and the i$"ortance of colla'oration and fle8i'ilit!.* 4rancine $entioned t+o cour%e in%tructor% and t+o %u"er6i%in# teacher% +ho (+ere %uch +onderful role $odel%* for ur'an teachin#J (9 learned fro$ the$ that if +e<re not o"ti$i%tic& if +e don<t %et u" a "o%iti6e cla%%roo$& a ho"eful cla%%roo$& and a %afe cla%%roo$& 6er! little learn7 in# +ill ha""en.* 9n contra%t& +hen a%,ed a'out i$"ortant teacher educa7 tion "ro#ra$ influence% on their teachin#& e#an& Ddriana& and .ell! $ade no $ention of cour%e content& readin#%& in%tructor%& or $entor%. 9n fact& t+o of the$ %aid that the! found the cour%e% %o$e+hat re"etiti6e. Ddriana e8"lained that the "ro#ra$
reall! drill% into !ou the idea of $ulticultural education& 'ein# o"en and acce"tin# to all different 'ac,#round% of %tudent%& 'ut 9 thin, that 9 heard the %a$e te8t& the %a$e %torie%& the %a$e lecture KandL 9 had the %a$e di%cu%%ion in cla%%e% "ro'a'l! 10 ti$e%.

9 thin, that<% %ad . . . 9 %a+ the%e ,id% +ho +ere four and couldn<t %"ea, !et . . . a!'e their $o$ doe%n<t ,no+ that !ou<re %u""o%ed to read to !our ,id%. 9 thou#ht e6er!'od! ,ne+ that.

#upport during the 5st year o$ teaching* D% %een in Ta'le 3& in contra%t to the four indi6iduall! oriented teacher%& +ho %a+ %ociall! )u%t teachin# onl! a% carin#& all ei#ht of the other teacher% re"orted 6ariou% %ource% of %u""ort in their 1%t !ear of teachin#. 0a%%ie and 4rancine +ere "art of ur'an teacher cor"% "ro#ra$ cohort% -in different citie%5 that $et fre=uentl! and had $entor% a6aila'le for %u""ort. The! al%o felt %tren#thened in their %ociall! )u%t teachin# a% the! +or,ed on ad6anced de#ree% in %"ecial education -0a%%ie5 and En#li%h @an#ua#e @earnin# -4rancine5. 4rancine notedJ (9 a$ a'le to reflect +ith other teacher% +ho ha6e the %a$e "a%%ion and the %a$e dri6e and the %a$e +illin#ne%% to "ut Kthe$%el6e%L out there to teach in $ore challen#in# %ituation%.* Dn#ela +a% e8cited that her co+or,er% (are %o in6ol6ed in the %tu7 dent%< li6e%* and that the! often colla'orate +ith each other on le%%on "lannin# and tea$ teachin#. ichael de%cri'ed ho+ he +a% in%"ired '! 'ein# (%urrounded '! "eo"le +ho are reall! #ood at +hat the! do.* >on credited hi% ("heno$7 enal* ad$ini%trator% and collea#ue% for %u""ortin# hi$ at ti$e% +hen he felt (cluele%%.* Dnna& Ao%ina& and .atel!n di%cu%%ed the co$fort% of +or,in# in %$all ur'an charter %chool% +here facult! and ad$ini%trator% %hare a co$$on 6i%ion.

#i&itatio ns
Thi% %tud!<% li$itation% $u%t 'e ac,no+led#ed. Cecau%e it focu%ed onl! on 12 teacher% fro$ 1 teacher "re"aration "ro7 #ra$& #enerali;ation% to lar#er "o"ulation% cannot 'e $ade. 9n addition& althou#h the re"ort% of %u"er6i%or% and coo"erat7 in# teacher% +ere u%ed a% %u""ortin# e6idence& "ri$ar! data %ource% +ere %elf7re"ort%. Dl%o& the i$"ortant =ue%tion of ho+ the%e 12 teacher% +ere i$"actin# their %tudent%< learn7 in# %till re$ain%. Ie6erthele%%& the%e fir%thand account% a'out %ociall! )u%t teachin# "ractice% fro$ ur'an teacher% +ho ca$e fro$ the %a$e )u%tice7 oriented teacher "re"aration "ro#ra$ %u##e%t %e6eral i$"lication% for "ractice and future re%earch in )u%tice7 oriented teacher education.

?hile Jere$! re$e$'ered a di6er%it! cla%% that he too, +ith it% intere%tin# di%cu%%ion% on contro6er%ial to"ic%& he recalled that the cour%e did not chan#e hi% thin,in# 'ut rein7 forced hi% 'elief that (our %ociet! 'lo+% difference% out of "ro"ortion and reall!& +e<re all 'a%icall! the %a$e.* 9n contra%t to the other ei#ht teacher%& e#an& Ddriana& .ell!& and Jere$! %"o,e "ri$aril! a'out the field e8"eri7 ence% that had $ade a la%tin# i$"re%%ion. e#an& Ddriana& and .ell! 6alued the e8"erience% 'ecau%e& in e#an<% +ord%& the! "ut the$ +ith ("o"ulation% that 9 +a%n<t fa$iliar +ith.* ?hen "re%%ed further& ho+e6er& on ho+ her field e8"eri7 ence% had chan#ed her& e#an e8"re%%ed a di%tur'in#l! defi7 cit 6ie+ of client% at a %helter for +o$en and children& %u##e%tin# that her "re6iou% i$"re%%ion% of di6er%e "o"ula7 tion% +ere onl! reinforced rather than chan#ed '! thi% e8"erienceJ
Ju%t %eein# ho+ tho%e "eo"le had to li6e and then %eein# the%e ,id% . . . chan#ed $! +hole outloo, . . . The%e $o$% +ho +ere "re#nant and +ho had an infant and a toddler and . . . t+o other ,id% in %chool . . . %o$e+here $ade the%e choice% . . . >id her fa$il! fail herO >id the co$$unit! fail herO Iot to %a! that her life i% #one& 'ut 9 don<t thin, her life i% a% #ood a% it could 'e and

Discussion I&plications

and

9n a di%cu%%ion of +h! teacher% often find it difficult to enact criticall! rele6ant "eda#o#!& @ad%on7Cillin#% -199P5 +rote& (The fir%t "ro'le$ teacher% confront i% 'elie6in# that %uc7 ce%%ful teachin# for "oor %tudent% of color i% "ri$aril! a'out T+hat to do<* -". 345. 9n%tead& %he %u##e%t%& (the "ro'le$ i% rooted in ho+ +e thin,* -". 345. Thi% %tud! %tron#l! %u""ort% the i$"ortance that @ad%on7Cillin#% and other%

-0hu''uc,& 20102 Falen;uela& 19995 "ut on the anal!tical fra$e+or,% that teacher% u%e to infor$ their "ractice. D% %ho+n in 4i#ure 1& an indi6idual orientation -95 to+ard "rofe%%ional reflection

Teaching Practices Individuallyoriented reflection and "eda#o#ical deci%ion7$a,in# I! (0olor 'lind* carin# 9n%truct %,ill%/content Dddre%% deficit%

Preservice Experiences Preprogram Experiences .712 %choolin# 0ro%%7cultural friend%hi"% E$"lo!$ent Folunteer +or, Hro#ra$ coherence around 0AT 1 %ocial )u%tice >i6er%e field e8"erience% 0our%e%/in%tructor% :u"er6i%ion

Teaching Practices Individuallyand "tructurallyoriented reflection and "eda#o#ical deci%ion7$a,in# I-"! 0ulturall! re%"on%i6e carin# /i#h e8"ectation% (4und% of ,no+led#e* "eda#o#ie% Harent 0onnection% (?ar$ de$andin#* cla%%roo$ cli$ate

#irst $ear Teaching "upports 0ollea#ue% :u""ort #rou"% Dd$ini%trator% entor% :chool $i%%ion

Adjacent Experiences Ion"ro#ra$ cour%e%/in%tructor% Folunteer +or, E$"lo!$ent Tra6el

"tructurallyand Individuallyoriented reflection and "eda#o#ical deci%ion7$a,in# "-I!

Teaching Practices 0on%ciou%ne%%7rai%in# curriculu$ reJ %ocial ine=uitie% 0hallen#e %tereot!"e% 0o$$unit! acti6i%$ :chool7+ide ad6ocac!

+igure %$ <odel for de+elo$in" orientation to the $ractice of ociall1 )u t teachin"'

@ource% Ba ed on 8:rame2or; for @ociall1 Ju t Education9 in !hu&&uc;4 @' <' (2010)'

and )ud#$ent li$it% "o%%i'le choice% of teachin# "ractice% in a #i6en %ituation and $a! lead to deficit thin,in# a'out indi7 6idual %tudent%. N%e of an indi6idual and %tructural orienta7 tion -9/:5 with emphasis on the individual +ill lead the teacher to reco#ni;e %tudent% a% $e$'er% of "articular racial& ethnic& lin#ui%tic& and %ocioecono$ic #rou"% and +iden the re"er7 toire of "otential teachin# "ractice%& includin# $an! of the 0AT "ractice% di%cu%%ed earlier -Ba!& 20002 9r6ine& 20032 @ad%on7Cillin#%& 20012 orri%on et al.& 20082 Fille#a% 1 @uca%& 20025. /o+e6er& a% %een in 4i#ure 1& the 9/: teacher% +ere not choo%in# the %ocial and "olitical acti6i%$ ad6ocated '! $an! )u%tice7oriented teacher educator% -0ochran7:$ith et al.& 20092 Hico+er& 20112 3eichner 1 4le%%ner& 20095 and critical care theori%t% -Ao'ert%& 20102 Aolon7>o+& 20055. 9n addition to callin# attention to the i$"ortance of con7 ce"tual fra$e+or,% for %ociall! )u%t teachin# and ho+ the! relate to choice of teachin# "ractice%& thi% %tud! %u""ort% oth7 er% that ha6e hi#hli#hted +hat t!"e% of e8"erience% +or, to#ether to %ha"e and %u%tain %ociall! )u%t teacher%J -a5 %i#7 nificant cro%%7cultural e8"erience% 'efore and durin# teacher "re"aration& -'5 "ro#ra$ cour%e +or, and field e8"erience%

#rounded in a clear 6i%ion of )u%tice7oriented teachin#& and -c5 on7the7)o' %u""ort%. The%e e8"erience% %u##e%t %e6eral +a!% that teacher educator% $i#ht fo%ter the de6elo"$ent of $ore %tructurall! oriented %ociall! )u%t teacher%.

Expand Opportunities Cross-Cultural Experien ces

$or

Dll of the teacher% in thi% %tud! +ho e8hi'ited at lea%t %o$e %tructural orientation to+ard %ociall! )u%t teachin# ca$e into their "re"aration "ro#ra$ +ith %i#nificant cro%%7cul7 tural e8"erience%& a findin# +hich lend% %u""ort to other %tudie% that ha6e lin,ed %tron# "rior cro%%7cultural e8"eri7 ence% to #ro+th in co$$it$ent to %ocial )u%tice and ur'an teachin# -Dda$% et al.& 20052 Bar$on& 20042 Ta!lor 1 4ran,en'er#& 20095. 9n li#ht of thi% findin#& )u%tice7 oriented "ro#ra$% %hould con%ider $a,in# "rior cro%%7 cultural e8"erience% a con%ideration for "ro#ra$ ad$i%%ion. Thi% doe% not $ean that onl! tho%e inco$in# %tudent% +ith "rior cro%%7cultural e8"erience% %hould 'e ad$itted. Aather& more %tudent% +ith %i#nificant cro%%7 cultural 'ac,#round

e8"erience% and $ore %tudent% of color %hould 'e recruited to create a critical $a%% of candidate% +ho could %u""ort each other<% de6elo"$ent of a $ore %tructural orientation to %ociall! )u%t teachin#. 9n addition to "rior cro%%7cultural e8"erience%& all of the teacher% +ho had at lea%t %o$e %tructural orientation to+ard %ociall! )u%t teachin# '! the end of their 1%t !ear of teachin# had %er6ed in hi#h7"o6ert! co$$unitie% throu#h co$$unit! %er6ice or e$"lo!$ent durin# their "re"aration "ro#ra$ that +ent a'o6e and 'e!ond +hat +a% re=uired2 ho+e6er& three of the four teacher% +ith onl! an indi6idual orientation to+ard %ociall! )u%t teachin# did not re"ort %uch e8"erience%. Thi% intere%tin# findin# %u'%tantiate% the ur#in#% '! $an! teacher educator% that %tudent%& "articularl! tho%e +ho enter their "ro#ra$ +ith little or no cro%%7cultural e8"erience%& 'e offered o""ortunitie% for %i#nificant co$$unit! i$$er%ion e8"erience% ad)acent to their for$al teacher education "ro7 #ra$ -@ad%on7Cillin#%& 20012 3eichner& 20105. :uch e8"eri7 ence% in the$%el6e% $i#ht not "roduce the %tructural le6el of under%tandin# that i% an i$"ortant "art of %ociall! )u%t teach7 in#& a% in the ca%e of Jere$!2 or a% in the ca%e of e#an& %uch e8"erience% could actuall! reinforce %tereot!"e% a'out (other* culture% -/ollin% 1 Torre% Bu;$an& 20055. /o+e6er& %uch e8"erience%& +ith a""ro"riate #uidance fro$ teacher educator%& could 'e e8"licitl! lin,ed to 0AT& )u%tice7 oriented curriculu$ de%i#n& and ad6ocac!. ?hile it i% hard to "redict +hether $ore #uided i$$er%ion e8"erience% +ould ha6e 'een tran%for$ati6e for e#an& Ddriana& and .ell!& a nu$7 'er of %tudie% on co$$unit!7'a%ed i$$er%ion and %er6ice learnin# e8"erience% -Dda$% et al.& 20052 0offe!& 20102 0onner& 20105 %u##e%t that the! can 'e& a% lon# a% the! are co$'ined +ith carefull! de%i#ned acti6itie%.

their e8itin# #raduate%S for e8a$"le& dra+in# fro$ %tudent%< cultural (fund% of

/nclude All Teacher Educators in a Co!!on rogra! Vision Around #ocial Justice
Thi% %tud! %u##e%ted that %o$e candidate% ca$e in +ith $ore rece"ti6ene%% and readine%% than other% to de6elo" a $ore %tructural orientation to+ard %ociall! )u%t teachin#. /o+e6er& the %i#nificant 6ariation in the +a!% that the%e teacher% +ere conce"tuali;in# %ocial )u%tice $a! al%o 'e %a!in# %o$ethin# a'out our "ro#ra$<% coherence and a'il7 it! to %caffold all candidate% at 6ariou% le6el% of de6elo"7 $ent to+ard a $ore %tructurall! oriented 6ie+ of %ociall! )u%t teachin# "ractice. The full7ti$e facult!& ad)unct facult!& %chool7'a%ed $entor teacher%& and uni6er%it! %u"er6i%or% +ho +or, in our "ro#ra$ $a! not %hare the %a$e 6i%ion for %ociall! )u%t teachin# and the orientation% and "ractice% that %u""ort it. Ju%tice7oriented teacher education "ro#ra$% need to "ro6ide fre=uent o""ortunitie% for the%e 6ariou% educator% in the "ro#ra$ to colla'orate on a 6i%ion for %ociall! )u%t teachin# throu#h co$$on readin#% and di%cu%%ion% and al%o a#ree on %i#nature )u%tice7oriented teachin# "ractice% that the! +ant to %ee and a%%e%% in

,no+led#e* -Aodri#ue;& 20135 to teach traditional %chool %u')ect% -a% Dn#ela and >on did52 in6ol6in# %tudent% in con%ciou%ne%%7rai%in# di%cu%%ion% and de'ate% on )u%tice7 related to"ic% -a% Ao%ina and Dnna did52 or en#a#in# in e=uit!7oriented ad6ocac! -a% %een in 0a%%ie and 4rancine5. Hro#ra$% then need to "ro6ide %tudent% +ith a$"le o""ortu7 nitie% to tr! out the%e teachin# "ractice%& #et e8"licit feed7 'ac,& and %elf7a%%e%% their o+n u%e of the$ +ithin the 'roader& %tructural #oal% of %ociall! )u%t teachin#.

rovide Ongoing #upport $or 6raduates

D% %een in Ta'le 3& it +a% nota'le that all ei#ht of the teach7 er% +ho u%ed indi6idual and %tructural fra$e+or,% to thin, a'out %ociall! )u%t teachin# re"orted %i#nificant acce%% to and hel" fro$ collea#ue% -Dn#ie& ichael& >on5& ad$ini%trator% -Dnna& Ao%ina& .atel!n5& and/or %u""ort #rou"% -0a%%ie& 4rancine5 durin# their 1%t !ear of teachin#& +hile tho%e teach7 er% +ho +ere u%in# onl! an indi6iduall! oriented fra$e+or, to thin, a'out their teachin# "ractice% did not. Thi% %tron# findin# lend% %u""ort to other recent %tudie% that ha6e indi7 cated that a 6ariet! of %u""ort% for ne+ teacher% are nece%7 %ar! to %u%tain the de6elo"$ent of %tructurall! oriented %ociall! )u%t teacher% -D#ar+al et al.& 20102 Hico+er& 20112 Hui# 1 Aecchia& 20122 Aitchie& 20125. Bi6en that need for %tron# %u""ort in the earl! !ear% of teachin#& )u%tice7oriented teacher educator% need to thin, a'out ho+ the! can hel" %u%tain a $ore %tructural orientation to+ard %ociall! )u%t teachin# in their #raduate% e6en if the! are i%olated in %chool% +here lo+ e8"ectation%& deficit "er7 %"ecti6e%& and e$"ha%i% on $ana#e$ent and control are the nor$ -4lore%& 20075. >urin# "re%er6ice education& the! could $a,e %ure that candidate% %ee $an! e8a$"le% -in "er%on and on 6ideo5 of %ociall! )u%t teachin# in action& no6ice and 6et7 eran teacher% +ho effecti6el! $odel a +ide 6ariet! of 0AT $ethod% and +ho are acti6i%t%& en#a#ed in curricular con%ciou%ne%%7rai%in# and ad6ocac! on 'ehalf of their %tu7 dent%. Then& the! could al%o offer their #raduate% o""ortuni7 tie% for $utual %u""ort and critical in=uir! after #raduation. :e6eral %tudie% atte%t to the "o+er of %uch net+or,% -4lore%& 20072 Hico+er& 20112 Muart; 1 TEH Ae%earch Brou"& 20035. 4inall!& the! could colla'orate +ith %chool% and %chool di%7 trict% that e$"lo! their #raduate% on tar#eted "rofe%%ional de6elo"$ent and coachin# ai$ed at %tren#thenin# teacher%< %ociocultural con%ciou%ne%% and %ociall! )u%t teachin# "rac7 tice% -Hhil"ott 1 >a#enai%& 20125.

+uture Study
Thi% %tud! rai%e% $an! "o%%i'ilitie% for future re%earch. D% thi% +a% an e8"lorator! %tud! that relied lar#el! on %elf7 re"ort& the ne8t %te" in re%earch need% to 'e lar#er %cale& lon7 #itudinal %tudie% that follo+ $ore %tructurall! oriented #raduate% of )u%tice7oriented teacher education "ro#ra$% into their cla%%roo$% and +hich dra+ fro$ $ulti"le %ource%

of data to %ee ho+ the! are i$"actin# their %tudent%< learnin# -cla%%roo$ o'%er6ation%& curriculu$ $aterial%& le%%on "lan%& %tudent +or, %a$"le%& a%%e%%$ent data5. Dl%o& #i6en the lo+ retention rate% of ur'an teacher% -9n#er%oll& 20035& future %tudie% need to loo, at ho+ $ore %tructurall! oriented %ociall! )u%t teacher% can 'e %u""orted and %u%tained o6er ti$e. 9n addition to $ore %tud! on the influence of the 6ari7 ou% e8"erience% outlined in thi% article& %tud! of other factor% that $o%t li,el! "la! a role in the de6elo"$ent of $ore %truc7 turall! oriented %ociall! )u%t teacher% i% needed. 4or e8a$"le& +hat di%"o%ition%& 'elief% -reli#iou%& "olitical5& and/or 6alue% "ro$ote the de6elo"$ent of a $ore %tructural orientation to %ociall! )u%t teachin#O /o+ do 6ariou% di%"o%ition%& 'elief%& and 6alue% interact +ith the e8"erience% e8"lored in thi% %tud!O ?hat di%ci"linar! ,no+led#e and under%tandin#% in the %ocial %cience% are needed to de6elo" the nece%%ar! inter7 "reti6e fra$e+or,% needed for a $ore %tructural orientation to %ociall! )u%t teachin#O

durin# !our teacher education "ro#ra$/durin# !our fir%t !ear of teachin#.

-onclusi on
Bi6en the u%ual challen#e% in one<% 1%t !ear of teachin#& the %tructurall! oriented ad6ocac! found in 0a%%ie& 4rancine& and ichael +a% re$ar,a'le. 9t a""ear% that their rich cro%%7 cultural e8"erience% 'efore and durin# the "ro#ra$& their "ro#ra$ e8"erience%& and on7the7)o' %u""ort% coale%ced in +a!% that led to and encoura#ed their earl! e$'race of indi7 6iduall! and %tructurall! oriented reflection and teachin# "ractice%. .no+in# that the%e $ulti"le factor% need to co$e to#ether for %ociall! )u%t teachin#& teacher educator% acro%% $an! )u%tice7oriented "ro#ra$% need to di%cu%% and %tud! ho+ the! can 'e $ore deli'erate in their effort% to ta" into the "rior e8"erience% of all of their candidate%. The! al%o need to e8"lore ho+ the! can $ore %trate#icall! tailor cour%e +or,& field+or,& and $entorin# in +a!% that addre%% the 6ariou% need% and readine%% of candidate% to de6elo" a% %ociall! )u%t teacher% acro%% the continuu$ of "re%er6ice and in%er6ice teacher education.

Appendix A /ntervie4 rotocol A$ter #tudent Teaching.7irst 8ear o$ Teaching

1. ?here do !ou intend to teach/?here are !ou cur7 rentl! e$"lo!edO 2. ?h! are !ou choo%in# to teach in thi% %chool or co$$unit!O 3. D% !ou thin, 'ac, to !our teacher education "ro7 #ra$& +hat re%onate% the $o%t for !ouO 4. >e%cri'e ho+ !our ,no+led#e/'elief% a'out teach7 in# di6er%e %tudent% in ur'an %chool% ha% chan#ed

5. >e%cri'e ho+ !our ,no+led#e/'elief% a'out the role of teacher% ha% chan#ed durin# !our teacher educa7 tion "ro#ra$/durin# !our fir%t !ear of teachin#. P. /o+ do !ou define teachin# for %ocial )u%ticeO 7. >e%cri'e %o$e %"ecific e8a$"le% of !our %ociall! )u%t teachin# "ractice%. 8. ?hat %"ecific cour%e%& readin#%& in%tructor%& field e8"erience%& or other e8"erience% in or out of !our teacher "re"aration "ro#ra$ ha6e had the #reate%t i$"act on !our teachin# for %ocial )u%ticeO 9. lst interview onlyJ ?hat e8"erience% CE4EAE co$7 in# to colle#e ha6e had the #reate%t i$"act on !our ,no+led#e& attitude%& and %,ill% related to teachin# for %ocial )u%ticeO 10. 2nd interview onlyJ ?hat e8"erience% D4TEA !our teacher education "ro#ra$ ha6e had the #reate%t i$"act on !our ,no+led#e& attitude%& and %,ill% related to teachin# for %ocial )u%ticeO 11. ?hat %u##e%tion% do !ou ha6e for $a,in# our "ro#ra$ %tron#er in it% effort% to de6elo" %ociall! )u%t teacher%O

Appendix B ,e!ographic /n$or!ation #heet

1. 3. Bender -circle one5J 4e$ale ale 2. D#eJ !ear% To +hich Aacial Brou"-%5 do !ou 'elon#J -0hec, Ene5J Clac, or Dfrican D$erican /i%"anic D$erican/@atino Iati6e D$erican& D$erican 9ndian& Dla%,a Iati6e& 4ir%t Iation D%ian Iati6e /a+aiian or Hacific 9%lander ?hite/Euro"ean7D$erican Ci7racial/$ulti7racial Ethnic D%%ociationJ ?hat cit!-%5& %tate-%5 did !ou #ro+ u" inO Ia$e and location of all %chool% attended fro$ ,inder#ar7 ten throu#h 12th #rade and indicate +hether the %chool +a% "u'lic& "ri6ate/non7"arochial or "arochial. Ia$e and location of all %chool% attended after hi#h %chool #raduationJ 0ro%%7cultural E8"erience% 9n6entor!. Aate the fre=uenc! of !our cro%%7cultural e8"erience% and #i6e e8a$"le% in each of the follo+in# cate#orie%J a. 4a$il! none 6er! little %o$e fre=uent e8ten%i6e '. 4riend%hi"% none 6er! little %o$e fre7 =uent e8ten%i6e c. .712 %chool% none 6er! little %o$e fre=uent e8ten%i6e d. Iei#h'orhood/co$$unit! none 6er! little %o$e fre=uent e8ten%i6e e. Folunteer +or,/%er6ice none 6er! little %o$e fre=uent e8ten%i6e f. E$"lo!$ent none 6er! little %o$e fre=uent e8ten%i6e #. Tra6el -do$e%tic or international5 none 6er! little %o$e fre=uent e8ten%i6e

4. 5. P.

7. 8.

Ac,no)ledg&e nts
The author i% dee"l! #rateful to :haron . 0hu''uc,& Crandon Cuc,& @inda John%on7>!ne,& Ao'!n 0. I#+a'i& ?illia$ Hin,& and 4rance%ca @o"e; for their a%%i%tance in the "re"aration of thi% article.

0or'in& J. .& 1 :trau%%& D. -20085. )asics of *ualitative research+ Techni*ues and procedures for developing grounded theory . Thou%and Ea,%& 0DJ :DBE. 4lore%& . T. -20075. Ia6i#atin# contradictor! co$$unitie% of "ractice in learnin# to teach for %ocial )u%tice. (nthropology , Education Quarterly& 3&-45& 3807402.

Author3s 4ote
:o$e of the data for thi% %tud! +ere ori#inall! collected& anal!;ed& and "re%ented +ith :haron . 0hu''uc, in a "a"er at the 2010 annual $eetin# of the D$erican Educational Ae%earch D%%ociation.

Declaration Interests

of

-onflicting

The author-%5 declared no "otential conflict% of intere%t +ith re%"ect to the re%earch& author%hi"& and/or "u'lication of thi% article.

+undin g
The author-%5 recei6ed no financial %u""ort for the re%earch& author7 %hi"& and/or "u'lication of thi% article.

*eferenc es
Dda$%& D.& Cond!& E.& 1 .uhel& .. -20055. Hre%er6ice teacher learnin# in an unfa$iliar %ettin#. Teacher Education Quarterly& 32-25& 417P2. D#ar+al& A.& E"%tein& :.& E""enhei$& A.& E!ler& 0.& 1 :onu& >. -20105. 4ro$ ideal to "ractice and 'ac, a#ainJ Ce#innin# teacher% for %ocial )u%tice. Journal of Teacher Education& 61-35& 2377247. Dthana%e%& :. 3.& 1 Eli6eira& @. 0. -20085. Dd6ocac! for e=uit! in cla%%roo$% and 'e!ondJ Ie+ teacher%< challen#e% and re%"on%e%. Teachers College ecord& 11!-15& P47104. Ceau'oeuf7@afontant& T. -20055. ?o$ani%t le%%on% for rein6entin# teachin#. Journal of Teacher Education& "6-55& 43P7445. Cond!& E.& Ao%%& >. >.& /a$'acher& E.& 1 Dco%ta& . -20135. Ceco$in# +ar$ de$ander%J Her%"ecti6e% and "ractice% of fir%t !ear teacher%. #r$an Education& %&& 42074P0. 0a%tro& D. J. -20105. The$e% in the re%earch on "re%er6ice teach7 er%< 6ie+% of cultural di6er%it!J 9$"lication% for re%earchin# $illennial "re%er6ice teacher%. Educational esearcher& 3'-35& 1987210. 0hu''uc,& :. . -20105. 9ndi6idual and %tructural orientation% in %ociall! )u%t teachin#J 0once"tuali;ation& i$"le$entation& and colla'orati6e effort. Journal of Teacher Education& 61-35& 1977210. 0ochran7:$ith& .& :ha,$an& ..& Jon#& 0.& Terrell& >.& Carnatt& J.& 1 cMuillan& H. -20095. Bood and )u%t teachin#J The ca%e for %ocial )u%tice in teacher education. (merican Journal of Education& 11"-35& 3477377. 0offe!& /. -20105. (The! tau#ht $e*J The 'enefit% of earl! co$$unit!7'a%ed field e8"erience% in teacher education. Teaching and Teacher Education& 26& 3357342. 0onner& J. E. -20105. @earnin# to unlearnJ /o+ a %er6ice7learnin# "ro)ect can hel" teacher candidate% to refra$e ur'an %tudent%. Teaching and Teacher Education& 26& 117071177.

4reed$an& :. ?.& 1 D""le$an& >. -20095. (9n it for the lon# haul*J /o+ teacher education can contri'ute to teacher retention in hi#h7"o6ert!& ur'an %chool%. Journal of Teacher Education& 6!-35& 3237337. Bar$on& . D. -20045. 0han#in# "re%er6ice teacher%< attitude%/ 'elief% a'out di6er%it!J ?hat are the critical factor%O Journal of Teacher Education& ""-35& 2017213. Ba!& B. -20005. Culturally responsive teaching+ Theory- researchand practice. Ie+ Ror,& IRJ Teacher% 0olle#e Hre%%. Bon;ale;& I.& oll& @. 0.& 1 D$anti& 0. -Ed%.5. -20055. .unds of /nowledge+ Theori0ing practices in households- communitiesand classrooms. ah+ah& IJJ @a+rence Erl'au$. /ollin%& E. A.& 1 Torre% Bu;$an& . -20055. Ae%earch on "re"ar7 in# teacher% for di6er%e "o"ulation%. 9n . 0ochran7:$ith 1 .. 3eichner -Ed%.5& 1tudying teacher education+ The report of the (E ( 2anel on esearch and Teacher Education -"". 4777 5445. ah+ah& IJJ @a+rence Erl'au$. 9n#er%oll& A. -20035. 3s there really a teacher shortage4 ( report co-sponsored $y the Center for 1tudy of Teaching and 2olicy and the Center for 2olicy esearch in Education . :eattleJ Nni6er%it! of ?a%hin#ton& 0enter for the :tud! of Teachin# and Holic!. 9r6ine& J. J. -20035. Educating teachers for a diverse society+ 1eeing with the cultural eye. Ie+ Ror,& IRJ Teacher% 0olle#e Hre%%. .a"u%t,a& .. .& /o+ell& H.& 0la!ton& 0. >.& 1 Tho$a%& :. -20095. :ocial )u%tice in teacher educationJ D =ualitati6e content anal!7 %i% of I0DTE conce"tual fra$e+or,%. E*uity , E5cellence in Education& %2-45& 4897505. .aur& C. -20125. E=uit! and %ocial )u%tice in teachin# and teacher education. Teaching and Teacher Education& 2&& 4857492. @ad%on7Cillin#%& B. -199P5. (Re%& 'ut ho+ do +e do itO* Hracticin# culturall! rele6ant "eda#o#!. 9n J. @and%$an& 1 0. ?. @e+i% -Ed%.5& 6hite teachers- diverse classrooms+ ( guide to $uilding inclusive schools- promoting high e5pectations and eliminating racism -"". 297425. :terlin#& FDJ :t!lu%. @ad%on7Cillin#%& B. -20015. Crossing over to Canaan+ The 7ourney of new teachers into diverse classrooms. :an 4ranci%co& 0DJ Jo%%e!7Ca%%. @ad%on7Cillin#%& B. -20095. The dream/eepers+ 1uccessful teachers of (frican-(merican children -2nd ed.5. :an 4ranci%co& 0DJ Jo%%e!7Ca%%. @incoln& R. :.& 1 Bu'a& E. B. -19855. 8aturalistic in*uiry. Ce6erl! /ill%& 0DJ :DBE. c>onald& . -20075. The )oint enter"ri%e of %ocial )u%tice teacher education. Teachers College ecord& 1!'-85& 204772081. ile%& . C.& 1 /u'er$an& D. . -19945. Qualitative data analysis+ (n e5panded source$oo/ -2nd ed.5. Ie+'ur! Har,& 0DJ :DBE. orri%on& .. D.& Ao''in%& /. :.& 1 Ao%e& >. B. -20085. E"erationali;in# culturall! rele6ant "eda#o#!J D %!nthe%i% of cla%%roo$7'a%ed re%earch. E*uity , E5cellence in Education& %1-45& 4337452. Ioddin#%& I. -20055. The challenge to care in schools+ (n alternative approach to education -2nd ed.5. Ie+ Ror,& IRJ Teacher% 0olle#e Hre%%. Hhil"ott& A.& 1 >a#enai%& >. -20125. Bra""lin# +ith %ocial )u%ticeJ E8"lorin# ne+ teacher%< "ractice and e8"erience%. EducationCiti0enship and 1ocial Justice& 9-15& 85799. Hico+er& C. -20115. Ae%i%tin# co$"lianceJ @earnin# to teach for %ocial )u%tice in a neoli'eral conte8t. Teachers College ecord& 113-55& 110571134.

Hui#& F. 9.& 1 Aecchia& :. @. -20125. Nr'an ad6ocate% for !oun# children +ith %"ecial need%J 4ir%t7!ear earl! childhood teacher% enactin# %ocial )u%tice. 8ew Educator& && 2587277. Muart;& .. /.& 1 TEH Ae%earch Brou" -20035. (Too an#r! to lea6e*J :u""ortin# ne+ teacher%< co$$it$ent to tran%for$ ur'an %chool%. Journal of Teacher Education& "%-25& 997111. Aitchie& :. -20125. 9ncu'atin# and %u%tainin#J /o+ teacher net7 +or,% ena'le and %u""ort %ocial )u%tice education. Journal of Teacher Education& 63-25& 1207131. Ao'ert%& . D. -20105. To+ard a theor! of culturall! rele6ant criti7 cal teacher careJ Dfrican D$erican teacher%< definition% and "erce"tion% of care for Dfrican D$erican %tudent%. Journal of :oral Education& 3'-45& 44974P7. Aodri#ue;& B. . -20135. Ho+er and a#enc! in educationJ E8"lorin# the "eda#o#ical di$en%ion% of fund% of ,no+led#e. eview of esearch in Education& 39& 877120. Aolon7>o+& A. -20055. 0ritical careJ D -color7full5 anal!%i% of care narrati6e% in the %choolin# e8"erience% of Huerto Aican #irl%. (merican Educational esearch Journal& %2-15& 777111. :ta,e& A. E. -19955. The art of case study research. Thou%and Ea,%& 0DJ :DBE. Ta!lor& D.& 1 4ran,en'er#& E. -20095. Nnder%tandin# "ro%"ecti6e teacher%< co$$it$ent to ur'an education. E*uity , E5cellence in Education& %2-35& 327734P.

Falen;uela& D. -19995. 1u$tractive schooling+ #;1;-:e5ican youth and the politics of caring . Dl'an!& IRJ :NIR Hre%%. Fille#a%& D. .& 1 @uca%& T. -20025. Hre"arin# culturall! re%"on7 %i6e teacher%J Aethin,in# the curriculu$. Journal of Teacher Education& "3-15& 20732. Rin& A. -20035. Case study research+ <esign and methods -3rd ed.5. Thou%and Ea,%& 0DJ :DBE. 3eichner& .. -20105. Aethin,in# the connection% 'et+een ca$7 "u% cour%e% and field e8"erience% in colle#e and uni6er%it!7 'a%ed teacher education. Journal of Teacher Education & 61& 89799. 3eichner& ..& 1 4le%%ner& A. -20095. Educatin# teacher% for %ocial )u%tice. 9n .. 3eichner -Ed.5& Teacher education and the struggle for social 7ustice -"". 247435. Ie+ Ror,& IRJ Aoutled#e.

Author Biography
%oan &' (hipp i% an a%%ociate "rofe%%or and director of Teacher Education in the >e"art$ent of Educational Holic! and @eader%hi" at ar=uette Nni6er%it!. /er current re%earch intere%t% include "re7 %er6ice teacher de6elo"$ent for hi#h7"o6ert! %chool% and ur'an teacher retention.

.a)ian ini le'ih $ene,an,an tentan# $odel a$alan "en#a)aran #uru 'aru 1. Cerorieanta%i,an 9ndi6idu. 2. Cerorienta%i,an 9ndi6idual :tru,tur 3. Cerorienta%i,an :tru,tur 9ndi6idual Erienta%i indi6idu U Hen#a)aran le'ih ,e"ada i%i ,andun#an 9ndi6idual :tru,tur U Hen#a)aran le'ih $en#a)ar di dala$ ,ela% %aha)a :tru,tur 9ndi6idual U Hen#a)aran dia $eli'at,an "iha, luar dala$ "en#a)aran.