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Implementing a Social Justice Perspective in Teacher Education: Invisible Burden for Faculty of Color Public Deposited

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https://ir.library.oregonstate.edu/concern/articles/pg15bf634

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  • African Americans in predominantly White institutions often carry a greater load than their positions describe. While researchers have explored the unique role of African Americans in higher education (Cook, 1996; Diller & Moule, 2005; Jones, 2001; King & Castenell, 2001; Ladson-Billings, 1997; Maboleka & Green, 2001; Moule, 2004; Powell, 1999; Richardson & Villenas, 2000; Turner & Myers, 2000), this study deepens the understanding of this role by analyzing the work of one African American woman in a teacher education program at a large Northwestern research institution. As a female African American assistant professor, I examine my position description and assignments over a five-year period. I focus particularly on changes that occurred as our teacher education faculty struggled to implement a social justice perspective into our preservice teacher program. How have we run these rapids together, and what impact has the institution of our social justice perspective had on my role and person as an isolated individual of color?
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  • Moule, J. (2005). Implementing a Social Justice Perspective in Teacher Education: Invisible Burden for Faculty of Color. Teacher Education and Practice, 32(4). 23-42
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  • 32
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  • description.provenance : Made available in DSpace on 2011-05-27T20:30:31Z (GMT). No. of bitstreams: 1 MouleJean.Education.ImplementingSocialJustice.pdf: 59812 bytes, checksum: fb0b937d1dfd2d127c9a31f0470dabe4 (MD5) Previous issue date: 2005
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