Implementing a Social Justice Perspective in Teacher Education: Invisible Burden for Faculty of Color

Overview & Synopsis

African Americans in predominantly White institutions often carry a greater load than their positions describe. While researchers have explored the unique role of African Americans in higher education, this study deepens the understanding of this role by analyzing the work of one African American woman in a teacher education program at a large Northwestern research institution. As a female African American assistant professor, the author examines her position description and assignments over a five-year period. She focuses particularly on changes that occurred as teacher education faculty struggled to implement a social justice perspective into their preservice teacher program. How have they run these rapids together, and what impact has the institution of their social justice perspective had on her role and person as an isolated individual of color? The author finds the results deeply disturbing. (Contains 1 figure.)