This article addresses the importance of foregrounding social justice in teaching and assessing dispositions for preservice teachers in secondary English language arts. We provide a historical overview of dispositions and their politicization, and we address NCATE’s removal of social justice and its impending return. We conclude with possibilities for assessing dispositions for social justice and reflections on the implications for accreditation and consider what might be in store for the future of dispositions in English education.


Alsup, Janet* and sj Miller, “Reclaiming English Education: Rooting Social Justice in Dispositions.” April 2014 for English Education. [This was a fully collaborative project with no lead author.]

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