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Abstract

During this time of heightened awareness of social injustices via Black Lives Matter protests, the #MeToo movement, and the COVID-19 pandemic, it is important to ensure that teacher preparation curriculum includes attention to knowledge and skills related to social justice issues in education. Th e purpose of this study was to investigate the ways in which social justice, diversity, and equity are addressed in the foundational courses of the Purdue Teacher Education Program (PTEP). McDonald (2005) proposed a framework in which social justice is integrated across all experiences (e.g., courses, activities, clinical placements) in a teacher education program. In an analysis of PTEP, we found that each required course referenced social justice, diversity, and/or equity, albeit to varying degrees, including practical applications of knowledge related to these ideas. In her framework, McDonald recommended conceptual and practical tools related to social justice. In PTEP, such tools (e.g., differentiation, Universal Design for Learning, culturally responsive teaching) are incorporated across multiple courses through readings and assignments. In this investigation, we used curricular analyses, faculty input, and student experiences to identify the nature of social justice references in the program curricula, and also highlight productive connections that begin in the foundations courses and could be continued into the methods courses later in the program. With a better understanding of the program curricula, personnel can both enhance opportunities in their own courses, as well as capitalize on experiences offered in other courses.

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