This review of literature highlights the efforts teacher educators and researchers have made over the past 18 years to work toward social justice in secondary English language arts (ELA) preservice teacher (PT) education. Drawing on Dantley and Green’s framework for social justice leadership, we highlight the work that teacher educators have engaged in to support secondary ELA PTs in developing (a) indignation/anger for justice through exploring beliefs about students and themselves, (b) a prophetic and historical imagination through broadening understandings about teaching and learning, and (c) accountability to students and communities through university-to-classroom transitions. We close this article by drawing on this framework to honor what we, as a field, have accomplished while acknowledging the efforts that still need to be made in working toward justice in secondary ELA PT education and, ultimately, in the schools and communities in which our PTs teach.

中文翻译：

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在 ELA 方法课程中努力实现社会公正的未来

这篇文献综述强调了教师教育工作者和研究人员在过去 18 年中为实现中学英语语言艺术 (ELA) 职前教师 (PT) 教育的社会正义所做的努力。借鉴 Dantley 和 Green 的社会正义领导框架，我们强调了教师教育工作者为支持中学 ELA PT 在发展 (a) 通过探索关于学生和他们自己的信念而对正义的愤慨/愤怒，(b) 预言和通过拓宽对教学和学习的理解来增强历史想象力，以及 (c) 通过大学到课堂的过渡对学生和社区负责。我们通过借鉴这个框架来结束这篇文章，以纪念我们作为一个领域，