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ERIC Number: EJ1071238
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1066-5684
"Promoting Acceptance" or "Preparing Warrior Scholars": Variance in Teaching for Social Justice Vision and Praxis
Dover, Alison G.
Equity & Excellence in Education, v48 n3 p361-372 2015
A growing body of research explores theoretical models of teaching for social justice in P-12 classrooms and in teacher education. However, many of these models fail to account for the relationship between teachers' social justice frameworks and their classroom practices. In this article, I use vignettes drawn from a recent study of secondary English Language Arts teachers to illustrate how differences in social location and sociopolitical emphasis affect teachers' approaches to justice-oriented curriculum, pedagogy, and social action. This article concludes with implications for teaching and teacher education, including strategies for using these findings in preservice classrooms.
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: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Ohio