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Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus

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Handbook on Promoting Social Justice in Education

Abstract

This chapter explores the relationship between teacher professionalism and social justice during two periods in the history of American education. This chapter closes with a discussion of teacher professional development for social justice.

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Authors and Affiliations

  1. Educational Foundations and Research, University of North Dakota, Grand Forks, ND, USA

    Diana D’Amico Pawlewicz

  2. College of Education and Human Development, George Mason University, Fairfax, VA, USA

    Jenice L. View

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  1. Diana D’Amico Pawlewicz
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Correspondence to Diana D’Amico Pawlewicz .

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Editors and Affiliations

  1. Soka University of America, Aliso Viejo, CA, USA

    Rosemary Papa

Section Editor information

  1. Department of Psychology and Child Development, California State University, Stanislaus, Turlock, USA

    Aletha M. Harven

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D’Amico Pawlewicz, D., View, J.L. (2020). Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus. In: Papa, R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-14625-2_130

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