TeachME Professional Development

1. Social justice–oriented teachers are those who believe that schools should help to develop democratic habits, alleviate suffering, cultivate critical consciousness, sustain diversity, and create more humane social relationships.

2. Educators in the social justice field suggest that teachers ought to be activists, which includes each of the following EXCEPT:

3. In addition to passing along information to students, teachers also influence how students:

4. Educators who spotlight social justice in their work argue that the central purpose of schooling is to impart the concept of fair and just relationships in the classroom, in the school, and in the community so that these practices translate to real world situation.

5. Which of the following is NOT one of the three pillars on which social justice education rests, according to Ayers, Quinn, and Stovall?

6. Teachers for social justice are likely to arrange their classroom environments so that student discussion and voices are encouraged, if not frequently centered.

7. When considering the teacher as a moral agent and practitioner, it is most important to attend to how he or she advocates for specific social and political visions in the classroom.

8. In a study that explored how predominately White teachers and Latino students perceived the notion of caring about school, the White teachers and staff expected students to demonstrate caring about schooling with an abstract, or aesthetic commitment to ideas or practices that lead to achievement, while the Latino students craved a form of caring that was more:

9. The development and maintenance of a socially just classroom requires that teachers reflect on how classroom environments are created to support the desired vision and:

10. Reflective humility involves ongoing self-reflection in which we explore our own choices and beliefs from different angles and perspectives, and while it does not mean withholding social and political commitments from students, it does require that they are shared in ways that model genuine:

11. Sympathetically attentive teachers try to understand others’ experiences and why they believe what they believe, even when these beliefs are problematic, which can lead to uncovering spaces of possibility with students.

12. Reflecting on issues of ethics in activism is one important way to help teachers maintain consistency between expressed values and actual classroom practices.

13. A common ethical challenge in the classroom is taking students past polite conversation to a space where they may:

14. When teaching for social justice, educators are often limited in their abilities to imagine the response of those with distinctly different positions than their own, because they are influenced by their social and historical locations, which is known as circumstantiality.

15. Social justice visions need not only be expressed and enacted but should also be made objects of:

16. One practical suggestion for culturally sensitive and ethical teachers is to help connect social ethics to collective action, so that they can commit their values to service and interest in the students with which they work.

17. In addition to the virtues of character, intellect, and care, the social justice classroom could benefit from the complementary communal habits of:

18. Virtues such as fairness are desirable dispositions of socially just teachers, and they are characterized by each of the following EXCEPT:

19. Intellectual virtues that contribute to social justice require internal conditions for success, such as interpersonal, contextual, and societal conditions that enhance such virtues.

20. Epistemic injustice draws attention to the possibility that students may be treated unjustly not only in their capacity as members of democratic society but also in their capacity as: