Citation

Kelly DM, Minnes Brandes G. Alta. J. Educ. Res. 2011; 56(4): 388-402.

Copyright

(Copyright © 2011, University of Alberta)

DOI

unavailable

PMID

unavailable

Abstract

This article analyzes a social-justice teacher education project in a larger teacher education program in Western Canada. This program-within-a-program took an anti-oppressive education approach designed to help teacher candidates to understand and challenge various forms of inequity and their interconnections. We review the social justice project first, through a descriptive analysis of our teaching, and second, through hour-long qualitative, semistructured interviews with 20 graduates of our program (all beginning teachers). Our alumni provided examples of teaching against the grain and also spoke to the challenges of implementing critical pedagogies. We conclude by providing four key recommendations and reflecting on the implications for future teacher preparation.