chapter  41
15 Pages

Teacher Education for Social Justice: Critiquing the Critiques

ByMARILYN COCHRAN-SMITH, JOAN BARNATT, RANDALL LAHANN, KAREN

As discussant for a recent American Educational Research Association (AERA) symposium on assessing teacher education, Tom Lasley (2007), Dean of the School of Education at the University of Dayton, commented that all too often, teacher educators make sure teacher candidates know things like Jonathan Kozol’s (1991) analysis of the “savage inequalities” among America’s rich and poor schools, but don’t make sure they know how to teach kids to read. In a commentary for the alumni newsletter of the School of Education at Stanford University, Lee Shulman (2005), President of the Carnegie Foundation for the Advancement of Teaching, called for a consistent professional approach to teacher education based on deep preparation in the content areas and the practice of teaching and rigorous assessment of teaching outcomes. In conclusion, he wrote, “Commitment to social justice is insuffi cient; love is not enough” (¶ 5).