Equity Leadership Project, (The): Preparing Socially Inclusive Educators

This chapter considers the viability of integrating a critical service-learning approach in current conditions of preservice education with the aim of preparing socially inclusive educators. In particular, the authors provide a detailed account of a specific pedagogical approach, The Equity Leadership Project, which has been used with one group of teacher candidates in Canada. Through analysis of three teacher candidates' work in diverse educational and service contexts, the authors present empirical evidence for this approach and consider the impact of this learning on teacher candidates' pedagogical philosophies and understandings of education. Hence this study contributes a concrete case of critical service-learning with the purpose of providing guidance on pedagogies and curriculum structures that work towards developing teacher candidate capacities of inclusivity and social justice.