This paper presents findings of an induction year study of teachers trained in a graduate level social justice teacher education program. At the conclusion of the one-year intensive teacher preparation program, students participated in self-directed group study projects in which they identified and researched critical questions and issues related…

Attempts to differentiate the characteristics of courses that involve token empowerment from those that involve deeper empowerment. Describes a course where students role-played the part of consultants involved in group work involving global issues. Includes a chart that outlines the components of token and deep empowerment. (MJP)