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ERIC Number: EJ838745
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1946-7109
Pathways to Social Justice: Urban Teachers' Uses of Culturally Relevant Pedagogy as a Conduit for Teaching for Social Justice
Esposito, Jennifer; Swain, Ayanna N.
Penn GSE Perspectives on Urban Education, v6 n1 p38-48 Spr 2009
This article explores issues surrounding teaching for social justice in urban schools. Using qualitative methods, our study examined the ways in which seven urban teachers used culturally relevant pedagogy as a mechanism for teaching for social justice. We found that by adhering to the tenets of culturally relevant pedagogy (e.g. personal accountability and cultural critique), our participants helped their students think critically about how social injustices affected their lives. The implications of our findings suggest that while the constraints inherent in urban schools perpetuate the injustices of social reproduction, the implementation of culturally relevant and social justice pedagogies help prepare students to effect change in their communities and the broader society. (Contains 3 endnotes.)
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A