To live justice-oriented commitments in teaching practice, approaches spanning Social Justice Teacher Education, the Core Practice Movement, and Context-specific Teacher Preparation might dovetail by identifying “social justice core practices” (SJCPs) novices learn to enact. At the intersection of the situated and critical perspectives underlying these three approaches, this study investigates the SJCPs of Philadelphia educators and how they characterize their contextuality. A modified Delphi study drawing on the expertise of 27 local social justice educators revealed group consensus on 13 SJCPs. Further qualitative analysis surfaced four patterns related to contextuality: SJCPs as responses to macrosociopolitical inequities, manifesting critical praxis; the role of school, district, and professional constraints; the need to situate and adapt SJCPs for the subject area and grade level; and the inseparability of identity and positionality from enactment. From this site-specific approach positioning local educators as experts, implications for teacher education’s role in shaping a more justice-oriented profession are discussed.

中文翻译：

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费城教育者的社会正义核心实践：修改后的德尔菲研究

为了在教学实践中践行以正义为导向的承诺，涵盖社会正义教师教育、核心实践运动和针对具体情况的教师准备的方法可能会通过确定新手学习制定的“社会正义核心实践”（SJCP）来相互配合。在这三种方法背后的情境视角和批判视角的交叉点上，本研究调查了费城教育工作者的 SJCP 以及他们如何描述自己的情境。一项修改后的德尔菲研究借鉴了 27 名当地社会正义教育工作者的专业知识，揭示了对 13 个 SJCP 的群体共识。进一步的定性分析揭示了与情境相关的四种模式：SJCP 作为对宏观社会政治不平等的反应，体现了关键实践；学校、学区和专业限制的作用；需要根据学科领域和年级水平定位和调整 SJCP；以及身份和地位与制定的密不可分。通过这种将当地教育工作者定位为专家的针对具体地点的方法，讨论了教师教育在塑造更加以正义为导向的职业方面的作用的影响。