Public schools are spaces where capital-T transformation in teachers is needed (Guillory, 2012). To shift schools to places where all communities are valued, teacher education programs must create spaces where shifts in beliefs and practice can occur. This study aims to describe how the use of a social justice curriculum framework impacted teacher candidates by creating such a space.,This is an ethnographic study. Qualitative ethnography is appropriate when “the study of a group provides an understanding of a larger issue” (Creswell, 2015, p. 466). In this case, studying the impact of a social justice framework on the children and teacher candidates in the program allows the researchers to capture the relationships developed during the course of the program and study.,The framework created valuable experiences for both teacher candidates and elementary age participants. Data were collected to determine the impact of the program on all participants. The authors discuss implications for practitioners planning a social justice curriculum and for teacher educators planning field experiences for teacher candidates.,The need for shifting beyond culturally relevant pedagogy has been well documented in the field (Cho, 2017; Guillory, 2012; Paris, 2012). Moving toward – culturally sustaining pedagogy, multicultural social justice curriculum, critically conscious teachers – must be a priority in teacher education (Banks, 2013; Convertino, 2016). This has been explored in other studies, particularly in studies of merging – or emphasizing – multicultural and social justice education and curricula (Cho, 2017; Lawyer, 2018; Sleeter, 2018). What sets this study apart, and what needs further exploration diverse, is how to set up multicultural social justice education projects involving culturally and economically teacher education candidates and students working together (Cammarota, 2016; Lawyer, 2018; Valenzuela, 2016).,The questions that arise from this study make it new in the field. These include how to set up these diverse field experiences, including how to increase recruitment and retention of culturally and economically marginalized students in teacher education programs (Cammarota, 2016; Castaneda, Kambutu and Rios, 2006). These are important questions to consider in designing research and recruitment projects in colleges of teacher education. Exploring how to push multicultural education into multicultural social justice education deserves additional attention and exploration (Cammarota, 2016; Lawyer, 2018; Sleeter, 2018; Valenzuela, 2016).

中文翻译：

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迈向：使用社会正义课程影响教师候选人

公立学校是需要教师进行资本T转换的空间（Guillory，2012年）。为了将学校转移到所有社区都受到重视的地方，师范教育计划必须创造一个可能发生观念和实践转变的空间。这项研究旨在描述社会正义课程框架的使用如何通过创造这样的空间来影响应聘者。当“一群人的研究提供对更大问题的理解”时，定性民族志是合适的（Creswell，2015，第466页）。在这种情况下，研究社会正义框架对计划中儿童和教师候选人的影响，使研究人员能够掌握在计划和学习过程中发展的关系。该框架为教师候选人和小学年龄参与者创造了宝贵的经验。收集数据以确定该计划对所有参与者的影响。作者讨论了规划社会正义课程的从业者和规划教师候选人实地经验的教师教育者的意义。该领域已充分证明了超越文化相关教学法的需求（Cho，2017; Guillory，2012; Paris，2012） ）。走向–在文化上维持教学法，多元文化社会正义课程，具有批判意识的教师–必须成为教师教育中的优先事项（Banks，2013; Convertino，2016）。其他研究也探索了这一点，特别是在融合或强调多元文化和社会正义教育与课程的研究中（Cho，2017; Lawyer，2018; Sleeter，2018）。这项研究与众不同的地方，以及需要进一步探索的地方，是如何建立多元文化的社会正义教育项目，让文化和经济方面的教师教育候选人和学生共同努力（Cammarota，2016; Lawyer，2018; Valenzuela，2016）。这项研究引起的问题使该领域成为新事物。这些包括如何建立这些不同的现场经验，包括如何在教师教育计划中增加对文化和经济边缘化学生的招聘和留住率（Cammarota，2016； Castaneda，Kambutu和Rios，2006）。这些是在师范学院设计研究和招聘项目时要考虑的重要问题。