Teaching for Social Justice: From Conceptual Frameworks to Classroom Practices

Abstract

In this article, the author presents the results of a multistate study examining how teachers, and specifically secondary English Language Arts (ELA) teachers, conceptualize and implement teaching for social justice in standards-based contexts. Additional analysis underscores how this practice both reflects and extends earlier equity-oriented reform movements.

Notes

These five traditions are highlighted due to their frequent citation within the literature on teaching for social justice; however, the practice also draws from an array of related movements, including ethnic studies, feminist pedagogy, critical race theory, bilingual education, and anti-racist education, among others.