Writing for justice: elementary teacher candidates' social justice integration in interdisciplinary units

Purpose This study investigates how teacher candidates (TCs) in two distinct teacher preparation pathways developed interdisciplinary literacy-rich social studies (SS) units, integrating writing and social justice themes. Design/methodology/approach Using a concurrent mixed-methods design, we analyzed 17 integrated English Language Arts and SS units produced by an elementary Bachelor of Science in Education (BSE) cohort and Master of Arts in Teaching (MAT) cohort for evidence of awareness, inclusive practices, critical practices and transformative practices. Findings The MAT cohort demonstrated more critical and transformative practices across literacy and SS integration, despite receiving no additional scaffolding. The BSE cohort tended to emphasize inclusive practices through text selection. Research limitations/implications Findings are drawn from two cohorts across two programs and may not be generalizable, though they provide insight into preservice teacher development. Practical implications Preparation programs can strengthen equity-focused practice by embedding scaffolds for anti-racist and transformative pedagogy within standards-aligned instruction. Social implications Supporting preservice teachers in socially just practice can advance equity in classrooms, addressing persistent opportunity gaps. Originality/value This study highlights how program type, diversity and prior professional experiences shape TCs' ability to integrate literacy, writing and social justice in standards-aligned SS instruction.