This paper reports the struggles of 24 pre-service teachers (PTs) while intentionally integrating anti-racist pedagogy in which they were trained in a secondary teacher education program. PTs participating in this study are from various disciplines (i.e. Science, Math, English and Social Studies). Our findings reveal a multitude of struggles that…

This qualitative multiple case study assesses two locally designed instructional artifacts created to support teacher enactment of culturally relevant educational (CRE) practices. Attention is paid to artifact's ability to support collective teacher use of CRE and the ways that artifacts acted as proxies for instructional leadership. Findings…

Purpose: The purpose of this study is to inquire into the effectiveness of authentic writing instruction embedded in a critical service-learning project in a middle school English Language Arts curriculum. Design/methodology/approach: This paper analyzes middle school students' survey responses before and after their participation in a critical…

This paper presents a multi-case study of teacher candidates in a pre-service middle grades social studies methods course. The study aimed to understand how middle grades teacher candidates viewed their future as upstanders with agency in middle grades settings. The focus of the research was on heuristic representations that the teacher candidates…

This qualitative study examined the complexities of mutually engaging across differing positionalities (students and students, students and teacher) while intentionally working in spaces of distress (e.g. push and pull between oppression and liberation). The findings demonstrated the ways in which building a beloved community while situated within…

In this paper authoethnography was used as a process and product to explore one leader's journey from the classroom, as a student and a teacher, to opening a new school as the school's principal. These experiences create the backdrop of a larger narrative about public schooling and leadership. Traditional notions of learning, teaching, schooling…

Historically marginalized students continue to experience opportunity gaps in our schools and inequities in their communities. To change these contexts, we want students to develop the skills, mindsets, and ability to act against oppression. In order for that to occur, educators must have support and opportunities to learn and practice acting as…

A case study was conducted to learn about the formation of social justice teachers, and the methods used by radical educators to engage students in social change. Interviews conducted with eight junior and senior high school social studies teachers identified several types of formative experiences inspiring teachers to become radical educators.…