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ERIC Number: EJ1012219
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
Reference Count: 51
ISSN: ISSN-1521-0960
Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices
Dover, Alison G.
Multicultural Perspectives, v15 n1 p3-11 2013
In this article, the author presents the results of a multistate study examining how teachers, and specifically secondary English Language Arts (ELA) teachers, conceptualize and implement teaching for social justice in standards-based contexts. Additional analysis underscores how this practice both reflects and extends earlier equity-oriented reform movements. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A