“Social Justice Needs to Be Everywhere”: Imagining the Future of Anti-Oppression Education in Teacher Preparation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article analyzes a social-justice teacher education project in a larger teacher education program in Western Canada. This program-within-a-program took an anti-oppressive education approach designed to help teacher candidates to understand and challenge various forms of inequity and their interconnections. We review the social justice project first, through a descriptive analysis of our teaching, and second, through hour-long qualitative, semistructured interviews with 20 graduates of our program (all beginning teachers). Our alumni provided examples of teaching against the grain and also spoke to the challenges of implementing critical pedagogies. We conclude by providing four key recommendations and reflecting on the implications for future teacher preparation. Cet article analyse un projet de justice sociale dans le cadre d’un important programme de formation des enseignants dans l’Ouest canadien. Ce « programme à l’intérieur d’un programme » a adopté une approche pédagogique contre l’oppression, conçue pour aider les étudiants en pédagogie à comprendre et à remettre en question diverses formes d’iniquité et les liens entre elles. Nous nous penchons sur le programme de justice sociale, d’abord par une analyse descriptive de notre enseignement, ensuite par des entrevues qualitatives et semi-structurées d’une heure auprès de finissants de notre programme (tous débutant leur carrière d’enseignant). Nos anciens ont fourni des exemples d’enseignement à contre-courant et ont évoqué les défis liés à la mise en oeuvre de pédagogies critiques. Nous concluons en présentant quatre recommandations clés et en réfléchissant aux conséquences pour la formation des enseignants à l’avenir.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it