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• W2193395961 abstract "Demographics of public schools, in which minority students now make up the majority of the student body (Maxwell, 2014; Sleeter, Neal, & Kumashiro, 2014) while the teaching force continues to be mostly White (Subedi, 2006), indicate that many pre-service teachers will need significant training if they are to be prepared for the challenging task of filling knowledge gaps, interrogating dominant assumptions, and creating space for voices of difference (Butin, 2007a; Cochran-Smith, 2004; Marshall, 2006). Before pre-service teachers, especially those whose privilege remains unacknowledged, can lead their classes in transformational learning, described as that which occurs when a new awareness changes the way we perceive ourselves, others, and the world around us (Cole, 2011), pre-service teachers must first experience it themselves. Thus, the decreasing emphasis on, or even acknowledgement of, multicultural education in teacher education is cause for concern. Teacher preparation programs increasingly focus on preparing candidates for the standardized classroom while failing to engage them in the ongoing dialogue about the role of the classroom in society (Butin & Schutz, 2013). The trend away from critical educational foundations is illustrated by the 2006 NCATE controversy over social justice. Ultimately, NCATE opted to abandon social justice in order to maintain its accreditation authority without mounting a defense of social declining to even provide a counter definition to balance the ideological bias of the social justice opponents (Butin, 2007a; Heybach, 2009). Even the more palatable field of multicultural education (Butin, 2007b) is rarely required coursework, and when it is, it is rarely presented in ways that encourage pre-service teachers to move outside of their comfort zones (Butin, 2007a). Without these crucial components in their undergraduate education, it is unlikely that classroom teachers will see among their goals the for building classroom communities that confront controversy and take responsibility for creating a better community, one that values diversity and human integrity and fights inhumanity (Santora, 1995, pp. 21-22). Social justice education, itself an acknowledgement of the larger need for individual and societal transformation through interrogations of dominant assumptions, is frequently met with resistance by pre-service teachers (Conklin, 2008; Villegas, 2007). The data from this study suggests that one explanation for this phenomenon is that the concept of social justice is increasingly counter to dominant cultural narratives, as an analysis of texts popular among Christian communities in the Midwest suggests. Influence of Christianity A religiously and politically conservative understanding of Christianity, widely known as the Religious Right (Haidt & Graham, 2007), is influential in education (Apple, 2006), and religious affiliation can influence the way pre-service teachers perceive their studies (Blumenfeld, 2006; Subedi 2006; Van Gorder, 2007). Social justice has come to be considered a culturally liberal view (Haidt & Graham, 2007; Manzo, 2008), while Christianity is generally considered a socially conservative culture (Repstad, 2008). These tensions prompted an intense public debate between notable proponent Jim Wallis and prominent critic Glenn Beck. Beck, at the time a Fox News on-air personality, instructed viewers to leave congregations that refer to social justice or economic justice, even if only on their website, comparing social justice Christians to Nazis and communists (Century marks, 2010, p. 9). Beck also encouraged viewers to report their religious leaders to church authorities (Wallis, 2010). The response from Christian organizations committed to social such as Bread for the World and Sojourners magazine, included online petitions calling both for Beck to desist and for Christians committed to social justice to take a stand against Beck's characterization. …" @default.
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• W2193395961 date "2015-01-01" @default.
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• W2193395961 title "Countering the Dominant Narrative: In Defense of Critical Coursework." @default.
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