Abstract

This article includes a description and analysis of a graduate teacher education course designed to engage teachers in taking action for social justice. In the course, students participate in a community of learners in which they examine their cultural identities and engage in social justice advocacy work. Students developed content knowledge and pedagogical strategies that they are able to implement in their K-12 classrooms. Findings indicate that through participating in this course students deepen their sense of what social justice is and act in ways that are consistent with that view. 

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