Collaborating for Coherence around Social Justice: Leveraging Accreditation to Conceptually Transform from a Diversity Requirement to a Social Justice Orientation

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Abstract

In this article, we describe teacher educators’ collaboration for coherence around social justice teacher education in preparation for a national accreditation review. Specifically, we illuminate how we cultivated an inquiry stance and critical conversations to build a safe and trusting community, generate locally meaningful values, and reconceptualize diversity in terms of social justice. By depicting our collaborative process in clarifying a detail, we make visible how we developed social justice-oriented vision, mission, and commitment statements and a conceptual framework to transform our traditional university-based undergraduate program. Aiming to inform other programs striving for coherence for social justice, we offer insights for supporting collaboration, considering the local community and political context, and leveraging accreditation.

Original languageEnglish
Pages (from-to)281-304
Number of pages24
JournalNew Educator
Volume15
Issue number4
DOIs
StatePublished - Oct 2 2019

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