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Strong Equity: Repositioning Teacher Education for Social Change

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Title: Strong Equity: Repositioning Teacher Education for Social Change
Language: English
Authors: Cochran-Smith, Marilyn, Keefe, Elizabeth Stringer
Source: Teachers College Record. Mar 2022 124(3):9-41.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 33
Publication Date: 2022
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Equal Education, Teacher Education, Social Change, Change Strategies, Accountability, Social Justice, Best Practices, Males, Minority Group Teachers, College School Cooperation, Disadvantaged Youth, Minority Group Students
Geographic Terms: New York (New York)
DOI: 10.1177/01614681221087304
ISSN: 0161-4681
1467-9620
Abstract: Background: Equity is invoked as a watchword in teacher education--a catch-all connected to an array of issues related to diversity, justice, or gaps in outcomes and opportunities for minoritized groups. This conceptual article argues that equity is often undefined and undertheorized in teacher education, and the complexities involved in addressing the structural inequalities of schooling are seldom acknowledged. Purpose: This article unpacks recurring themes in the discourse of equity and teacher education. We suggest that in the teacher education discourse, equity appears frequently, but there is little attention to the structural and systemic policies that reproduce inequity in the first place. Second, we elaborate on the distinction between thin equity and strong equity, suggesting that this can be a powerful tool for clarifying, comparing, and critiquing the differences in meanings of equity. Third, we suggest that although thin conceptions of equity are prominent, some teacher education scholars and practitioners utilize stronger notions of equity in the work of teacher preparation. Conclusion: We conclude that notions of strong equity can help reposition teacher education as part of a broader effort to bring about genuine change.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1349714
Database: ERIC
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  Data: <searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Change%22">Social Change</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink>
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  Data: 10.1177/01614681221087304
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  Data: Background: Equity is invoked as a watchword in teacher education--a catch-all connected to an array of issues related to diversity, justice, or gaps in outcomes and opportunities for minoritized groups. This conceptual article argues that equity is often undefined and undertheorized in teacher education, and the complexities involved in addressing the structural inequalities of schooling are seldom acknowledged. Purpose: This article unpacks recurring themes in the discourse of equity and teacher education. We suggest that in the teacher education discourse, equity appears frequently, but there is little attention to the structural and systemic policies that reproduce inequity in the first place. Second, we elaborate on the distinction between thin equity and strong equity, suggesting that this can be a powerful tool for clarifying, comparing, and critiquing the differences in meanings of equity. Third, we suggest that although thin conceptions of equity are prominent, some teacher education scholars and practitioners utilize stronger notions of equity in the work of teacher preparation. Conclusion: We conclude that notions of strong equity can help reposition teacher education as part of a broader effort to bring about genuine change.
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