Teaching and Teacher Education: Movement toward Equity across Global Contexts

Dear Colleagues,

The focus of this Special Issue is equity in teaching and teacher education, with a particular emphasis on movement (e.g., in research, in preservice teacher education, in inservice teacher learning, in instructional practice) toward social justice in a variety of international contexts. Knowing that equity and inequity are constructed and constrained by the specifics of the local context, and that movement toward social justice must be enacted within these contexts, this Special Issue looks to bring together examples of movement toward equity from globally diverse perspectives.

We welcome articles that are conceptual, methodological, or reports of findings so that we have a wide range of orientations with regard to the focal area of challenging what it means to bring an equity perspective to the world of teaching and teacher education. For example, we envision articles that offer a look at the “typical” work of teacher education such as the role of school placements and how those placements can be used to unpack issues of equity and support teachers to develop a social justice stance; or a conceptual paper that articulates how key ideas in teacher development such as adaptive expertise or PCK can be re-thought to center social justice; or methodologies that look to center issues of equity in teacher or teacher education research.

Our aim is to provide a space for scholars of teaching and teacher learning to share their work in ways that highlight a range of insights on equity and social justice in education from around the world. Constraints on, and opportunities for, equity differ across contexts. This issue will serve as a powerful resource for scholars engaging in equity-driven work across various contexts by collecting multiple and diverse research-based stories of movement toward social justice in a single issue. In addition, we anticipate this issue offering the opportunity to create a virtual community of scholars around the world interested in creating movement in teacher education that promotes social justice and equity within and across contexts.

There is a needed turn, again, to a focus on in/equities and social justice in teaching and teacher education. Critical theories and pedagogies offer expansive pathways forward (Annamma et al., 2016; Brayboy, 2005; Dumas and Ross, 2016; Jaime and Russel, 2019; Haynes Writer, 2008). Antiracist practices in teaching and teacher education move us—as teacher educators, teachers, and students—collectively toward social justice (de los Rios et al., 2019; Dover et al., 2019; Faison and McArthur, 2020; Picower and Kohli, 2017; Kohli et al., 2017). This issue will amplify the movement toward social justice in teaching and teacher education happening across the globe, particularly in contexts across the global South, Muslim-majority contexts, and often-overlooked areas of Southern and Central Asia.

• Abstracts for consideration: 30 July 2021
• Invitation to authors to submit: 31 August 2021
• Full manuscript submissions: 28 Feb 2022

Dr. Janet Carlson
Dr. Suki Jones Mozenter
Dr. Florencia Gómez Zaccarelli
Guest Editors

Manuscript Submission Information

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