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ERIC Number: EJ764240
Record Type: Journal
Publication Date: 2007-Jan
Pages: 10
Abstractor: Author
Reference Count: 35
ISSN: ISSN-1066-5684
Toward a School-Wide Model of Teaching for Social Justice: An Examination of the Best Practices of Two Small Public Schools
Kraft, Matthew
Equity & Excellence in Education, v40 n1 p77-86 Jan 2007
The purpose of this ethnographic study is to examine how a commitment to socially just pedagogies influences the core practices and policies of a school. This article presents a comprehensive description and analysis of two public middle schools committed to teaching for social justice: Urban Promise Academy and San Francisco Community School. From this exploratory research, I construct a school-wide model of teaching for social justice consisting of three central components: the integration of issues of social justice across the curriculum, the use of socially just teaching practices, and the creation of a socially just school community. This research further discusses the requirements and challenges of teaching for social justice in U.S. public schools. I argue for progressive educators to adopt practical, practitioner-oriented models of schooling, such as the one presented in this article in order to more effectively advocate for school reform. (Contains 1 table.)
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; Opinion Papers; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California