Date of Award

2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Yvonne El Ashmawi

Abstract

This qualitative case study examined how faculty in an urban, justice-oriented undergraduate teacher education program prepare elementary teacher candidates to develop socially just and culturally responsive teaching practices. Guided by Critical Race Theory and critical multiculturalism, this study explored how instructors integrated social justice education and culturally responsive pedagogy into coursework and field experiences. Data were collected through semi-structured interviews, classroom observations, and document analysis with four faculty members teaching foundational and methods courses. Thematic analysis revealed four key findings: (a) faculty beliefs and identities, shaped by prior K–12 teaching experiences, strongly influence their pedagogical choices; (b) instructors model justice-oriented pedagogy through classroom relationships, authentic assessments, and curricular adaptations; (c) candidates are provided opportunities to engage in self-reflection and to develop cultural competence and critical consciousness, although less consistently emphasized; and (d) faculty encounter instructional, curricular, and institutional challenges, including uneven integration of multicultural content and limited program-level support. Taken together, these findings show that justice-oriented teacher education relies not only on individual faculty commitments but also on programmatic structures that support and align this work across courses and experiences. Implications include recommendations to enhance curriculum coherence, expand faculty development for both part-time and full-time instructors, and strengthen school partnerships to promote justice-oriented teacher education.

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