Reclaiming English Education: Rooting Social Justice in Dispositions

This article addresses the importance of foregrounding social justice in teaching and assessing dispositions for preservice teachers in secondary English language arts. We provide a historical overview of dispositions and their politicization, and we address NCATE’s removal of social justice and its impending return. We conclude with possibilities for assessing dispositions for social justice and reflections on the implications for accreditation and consider what might be in store for the future of dispositions in English education.

• Publication year

  2014

• Venue

  English Education

• Publication date

  2014-04-01

• Fields of study

  Political Science, Sociology, Education

• Identifiers
  DOI 10.58680/ee201424659
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

• Affirming Diversity: The Sociopolitical Context of Multicultural Education

  2014cited by this paper
• Cultivating a Disposition for Sociospatial Justice in English Teacher Preparation.

  2014cited by this paper
• MODELS FOR UNDERSTANDING PRE-SERVICE AND BEGINNING TEACHERS’ BIOGRAPHIES: ILLUSTRATIONS FROM CASE STUDIES

  2013cited by this paper
• Perspectives from ERIC / EECE : A Monograph Series Dispositions : Definitions and Implications for Early Childhood Practices

  2012cited by this paper
• Seeing, Inquiring, Witnessing: Using the Equity Audit in Practitioner Inquiry to Rethink Inequity in Public Schools

  2010cited by this paper
• Texts, Talk … and Fear? English Language Arts Teachers Negotiate Social Justice Teaching

  2010cited by this paper
• Change Matters: Critical Essays on Moving Social Justice Research from Theory to Policy. Critical Qualitative Research. Volume 1.

  2010cited by this paper
• Toward a Theory of Teacher Education for Social Justice

  2010cited by this paper
• Narratives of Social Justice Teaching: How English Teachers Negotiate Theory and Practice Between Preservice and Inservice Spaces

  2009cited by this paper
• Conceptualizing dispositions: intellectual, cultural, and moral domains of teaching

  2009cited by this paper
• Narratives of Social Justice Teaching: How English Teachers Negotiate Theory and Practice Between Preservice and Inservice Spaces

  2008cited by this paper
• An Analysis of NCATE's Decision to Drop "Social Justice"

  2007cited by this paper
• Developing Dispositions for Ambitious Teaching

  2007cited by this paper
• Dispositions in Teacher Education

  2007cited by this paper
• Frontiers of Justice: Disability, Nationality, Species Membership

  2006cited by this paper
• Assessing Dispositions: Context and Questions

  2006cited by this paper
• Defining Dispositions: Wading Through Murky Waters

  2006cited by this paper
• Shattering Images of Violence in Young Adult Literature: Strategies for the Classroom

  2005cited by this paper
• Developing Dispositions for Teaching: Teacher Education Programs as Moral Communities of Practice

  2005cited by this paper
• Teacher Identity Discourses: Negotiating Personal and Professional Spaces

  2005cited by this paper
• Critical English Education

  2005cited by this paper
• Walking the Road: Race, Diversity, and Social Justice in Teacher Education

  2004cited by this paper
• Learning to Teach for Social Justice.

  2003cited by this paper
• Interrupting the Right: On Doing Critical Educational Work in Conservative Times

  2002cited by this paper
• Tracking the Development of Learning Dispositions

  2002cited by this paper
• Readings for diversity and social justice: An anthology on racism, antisemintism, sexism, heterosexism, albleism, and classism

  2001cited by this paper
• The education of teachers

  1999cited by this paper
• What Performance-Based Standards Mean for Teacher Preparation.

  1996cited by this paper
• Affirming Diversity: The Sociopolitical Context of Multicultural Education

  1995cited by this paper
• Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work

  1992cited by this paper
• Dispositions as goals for teacher education

  1985cited by this paper
• Schoolteacher: A Sociological Study

  1976cited by this paper
• A Theory of Justice

  1971cited by this paper
• DEMOCRACY AND EDUCATION.

  1919cited by this paper

• Batteries, Big Red, and Busses

  2025cites this paper
• A Mixed Methods Study of Pre-service Teachers’ Attitudes toward LGBTQ Themed Literature

  2025cites this paper
• Teaching English in the Anthropocene

  2025cites this paper
• Advancing Equitable and Responsible Research Involving Gender and Sexuality within Mathematics Education

  2024cites this paper
• (Re)Active Praxis: A Collision of Beliefs: Teacher Education in the Time of Trump

  2024cites this paper
• Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation

  2023cites this paper
• Black Women and Girls Social Activism Tradition

  2021cites this paper
• Research: Viral Loads and Downward Spirals: English, Citizenship, and a Context of Crises

  2021cites this paper
• (Re)Active Praxis: A Year’s Long Journey into the 2021 English Language Arts Teacher Preparation Standards

  2021cites this paper
• An abuse of teaching: Empathic citizenship and English language arts in a time of rising nationalism

  2021cites this paper
• A Phenomenological Study: The Experiences of Quare Males Who Attend and/or Attended Historically Black Colleges or Universities (HBCUs)

  2021cites this paper
• Chapter 8: Wobbling with Culturally Proactive Teaching: Facilitating Social Justice through Youth Participatory Action Research with Middle School Students

  2021cites this paper
• Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

  2021cites this paper
• “I guess somebody already told you”: LGBTQ+ Students’ Experiences in Secondary School Contexts

  2020cites this paper
• “Speak Truth to Power Ourselves”: Teaching Social Justice in a Teacher Residency Program

  2020cites this paper
• Sticking points: Sites for developing capacity to enact socially just instruction

  2020cites this paper
• Missed Opportunities: Troubling the Waters of Social Justice Teaching in an English Methods Course

  2020cites this paper
• From Pages to Pedagogy: Studying Fictional Social Justice English Teachers in Young Adult Literature

  2020cites this paper
• From Pages to Pedagogy: Studying Fictional Social Justice From Pages to Pedagogy: Studying Fictional Social Justice English Teachers in Young Adult Literature

  2020cites this paper
• Exploring the transformative potential of English language teaching for social justice: Introducing the special issue

  2020cites this paper
• From the Voices of Teachers: Envisioning Social Justice Teacher Leadership through Portraits of Practice.

  2019cites this paper
• Can We Say the “r” Word?: Identifying and Disrupting Colorblind Epistemologies in a Teacher Education Methods Course

  2019cites this paper
• Educate, Empower, Advocate: Amplifying Marginalized Voices in a Digital Society.

  2019cites this paper
• What Language Communicates: Surfacing Language Ideology with High School Students

  2018cites this paper
• Access to What? English, Texts, and Social Justice Pedagogy

  2018cites this paper
• Problematizing deficit representations of in‐service teachers

  2018cites this paper
• Applied Theater and Mixed-Status Families: A Collaborative Self-Study with Teacher Education Candidates

  2018cites this paper
• LGBTIQ+ Representations and Social Justice Principles within English Teacher Education.

  2018cites this paper
• Implementing Social Justice in Teaching and Learning English at University Level in Bangladesh: Necessities, Approaches and Challenges

  2018cites this paper
• Analysis of the Development Trend of Chinese and English Textbooks

  2018cites this paper
• Through the Fire – From Intake to Credential

  2018cites this paper
• Chapter 5. Chasing Transparency: Using Disparate Impact Analysis to Assess the (In)Accessibility of Dual Enrollment Composition

  2018cites this paper
• Editorial: Professional Development Pathways through Social Justice Frameworks

  2018cites this paper
• Millennial teachers and multiculturalism: considerations for teaching in Uncertain Times

  2017cites this paper
• Foregrounding Equity in Teacher Education: Toward a Model of Social Justice Pedagogical and Content Knowledge

  2017cites this paper
• Social justice educators’ road through a Transformational Educational pedagogy: What are the lessons learned?

  2017cites this paper
• Social Justice Policymaking in Teacher Education from Conception to Application: Realizing Standard VI

  2017cites this paper
• Black World Language Instructors in Higher Education: Social Justice-Based Perspectives and Pedagogies

  2017cites this paper
• Dispositions for Critical Social Justice Teaching and Learning

  2017cites this paper
• The Critical Centrality of Social Justice in English Teacher Education

  2017cites this paper
• ARE YOU A TEACHER EDUCATOR? ARE YOU LOOKING FOR A COMMUNITY THAT SUPPORTS THE IMPORTANT WORK YOU DO?

  2017cites this paper
• Preservice Teachers' Perspectives on Their Preparation for Social Justice Teaching

  2017cites this paper
• Secondary school leader perceptions about the inclusion of queer materials in the school course curricula

  2017influential citation
• Developing Preservice Teachers’ Positionalities in 140 Characters or Less: Examining Microblogging as Dialogic Space

  2016cites this paper
• The Trouble with Niceness: How a Preference for Pleasantry Sabotages Culturally Responsive Teacher Preparation.

  2016influential citation
• Queer Literacy Framework

  2016cites this paper
• Trans* Young Adult Literature for Secondary English Classrooms: Authors Speak Out

  2016cites this paper
• Teaching for Social Justice and the Common Core

  2016influential citation
• Students’ Perspectives on LGBTQ-Inclusive Curriculum

  2015influential citation
• Engaging Students in Autobiographical Critiqueas a Social Justice Tool: Narratives of Deconstructingand Reconstructing Meritocracy and PrivilegeWith Preservice Teachers

  2015cites this paper
• “Promoting Acceptance” or “Preparing Warrior Scholars”: Variance in Teaching for Social Justice Vision and Praxis

  2015influential citation
• Investigating an Online Study Group as a Path to Critical Digital Writing for Four Middle Grades English Teachers: A Qualitative Study

  2015cites this paper
• Beyond Common Sense: Preservice Teachers' Negotiations of Quality English Language Arts Teaching in an Era of Acute Accountability

  2014cites this paper
• “They Look Scared”: Moving From Service Learning to Learning to Serve in Teacher Education—A Social Justice Perspective

  2014cites this paper
• A Mixed Methods Study of Pre-service Teachers’ Attitudes toward

  year unknowncites this paper