Abstract
This essay seeks to engage the discussion about how to successfully conduct social justice and critical pedagogy classes for teacher candidates. Because the identity and consciousness of teachers is such a crucial factor in equity education, teacher-educators seek to challenge and transform hegemonic assumptions. The essay seeks to engage some of the main points of Sensoy and DiAngelo and to extend the conversation to other considerations and issues that arise in the work to develop educators committed to equity and justice.
Response to Article
Özlem Sensoy and Robin DiAngelo, Respect Differences? Challenging the Common Guidelines in Social Justice Education
Recommended Citation
Ayers, R.
(2014).
Critical Discomfort and Deep Engagement Needed for Transformation. A Response to "Respect Differences? Challenging the Common Guidelines in Social Justice Education".
Democracy and Education,
22
(2), Article 6.
Available at:
https://democracyeducationjournal.org/home/vol22/iss2/6
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons