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ERIC Number: EJ1169821
Record Type: Journal
Publication Date: 2013-Jan
Pages: 27
Abstractor: As Provided
ISSN: EISSN-1947-5578
When Claiming to Teach for Social Justice Is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy
Viesca, Kara Mitchell; Torres, Aubrey Scheopner; Barnatt, Joan; Piazza, Peter
Berkeley Review of Education, v4 n1 p97-122 Jan 2013
To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district's probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca's beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice.
Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A