Becoming Whole Language Teachers and Social Justice Agents: Pre-service Teachers Inquire with Sixth Graders

Year 2007, Volume: 3 Issue: 2, 68 - 82, 01.08.2007

Monica Taylor Gennifer Otinsky

Abstract

As we strive to help pre-service teachers understand both why and how to teach for social justice, we face the challenge of making whole language teaching less abstract and intangible. Frequently pre-service teachers understand the principles of teaching for social justice but have no sense of how to infuse them into their teaching. They accept that these theories can be utilized in their education courses but they are doubtful that they would work successfully with children or even be accepted in K-12 school environments

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