ABSTRACT

In this chapter, we discuss the goals and practices that have been commonly associated with preservice teacher education programs that emphasize the preparation of teachers who are critical of the current inequities in public schooling and the social, economic, and political structures of the society and will work in and outside their classrooms for greater educational, economic, and social justice. Following this discussion, we illustrate the ways in which social justice-oriented preservice teacher education programs have been implemented by presenting brief descriptions of the goals and practices in three teacher education programs in Canada, the U.S., and Brazil. Finally, we examine several aspects of current practice that we think need more attention from teacher educators who identify with a social justice agenda.