In this essay, I examine the underlying assumptions of one secondary English teacher, Sara, who professes to teach for social justice, in an urban school. My primary concern arises from a need to clarify what it means to teach for social justice in specific locations, and to look closely at what assumptions teachers have as they teach secondary…

The continued persistence of sexism and institutional gender bias in schools is well documented. The empirical research in this area has uncovered a host of negative outcomes associated with gender inequity for all children. Research suggests that schools provide an excellent forum in which issues of gender inequities may be examined and…