Rebecca Gadd, Charles E. Wilkes II, Deborah Loewenberg Ball
Abstract
PBTE can be used as a powerful tool to support novice teachers to think and do differently in their practice to promote justice by disrupting white supremacy and oppression in everyday teaching practices. Using the practice of assigning competence, which requires attention to content and equity, we conducted a conjectural analysis describing our teaching of the practice in a secondary social studies and an elementary mathematics teacher education course. Our analysis highlights the challenges of teaching justice-focused practice. We offer an initial framework for practice-based teacher educators with a social justice focus and identify three essential areas of work: (1) broadening novices’ conceptions of what counts as worthwhile content, (2) enabling them to navigate and manage power, and (3) helping them learn to embody justice-focused aims in their enactment. We explore each area of work, what they could look like, and the challenges and requirements for teacher education.
Recommended Citation
Gadd, R., Wilkes II, C. E., & Loewenberg Ball, D. (2026). Doing differently: Towards practice-based teacher education to promote justice. Midwest Journal of Education, 3(1). https://doi.org/10.69670/mje.3.1.4
DOI
Corresponding Author
Rebecca Gadd, PhD, Independent Scholar, 2919 21st Avenue, Apt. D8, Astoria, NY 11105
Email: [email protected]
ORCid: 0000-0002-5780-5817