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Teacher Capacity and Social Justice in Teacher Education

Carl A. Grant, University of Madison-Wisconsin
Vonzell Agosto, University of South Florida

Abstract

In this chapter we discuss social justice and teacher capacity, an amalgam of teachers’ knowledge, skills and dispositions, by posing and answering three questions. How should education professionals define the concept of social justice? What is the relationship between teacher capacity and social justice? What are teacher educators doing in scholarship and practice to bring about social justice? Our purpose is to provide teacher educators with an overview of the concepts of social justice and teacher capacity, so they may understand the relationship between the two and consider how well they are contributing to Horace Mann’s vision of education as the “great equalizer.”

Suggested Citation

Carl A. Grant and Vonzell Agosto. "Teacher Capacity and Social Justice in Teacher Education" Handbook of Research on Teacher Education: Enduring Questions and Changing Contexts. Ed. M. Cochran-Smith, S., Feiman-Nemser, K.E. Demers, & J. McIntyre. New York: Routledge/Taylor & Francis Group and the Association of Teacher Educators., 2008. 175-200.
Available at: http://works.bepress.com/vonzell_agosto/3