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ERIC Number: EJ980019
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-1946-2069
The Possibilities and Challenges of Developing Teachers' Social Justice Beliefs
Lazar, Althier
Online Yearbook of Urban Learning, Teaching, and Research, p33-40 2012
This study examines the impact of a course that focused on social equity teaching, and particularly, teachers' attitudes toward the capacities of students in culturally nondominant communities. Findings from surveys and written documents reveal that course participants were better able to recognize students' inherent abilities and knowledge traditions than non-participants. The course was less effective in helping teachers recognize English language learners' abilities and teachers' own role in challenging school inequalities and making a positive difference the life trajectories of students. Results indicate a need for greater emphasis on challenging language stereotypes and promoting teacher activism. (Contains 2 tables.)
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A