Justice-Centered Teaching in Community Contexts

• In Event: 26.019 - Toward Justice: Affirming Diverse Families and Communities Through Inclusive School Leadership

Abstract

The proposed presentation seeks to highlight and complicate the process of justice-centered teaching. Beginning with the community struggle that created the Greater Lawndale High School for Social Justice, our presentation highlights the struggles to keep the school open amidst perpetual contestation from Chicago Public School's central office. Our particular example takes place in a social studies classroom modeled from the former ethnic studies program of the Tucson Unified School District (TUSD). Coupled with a process known as the 3C's of curriculum (Gutstein 2006, Rodriguez, Moll, Amanti 2005) our process includes supporting students asking critical questions of their lives and communities. More importantly, their inquiries allow them to identify and engage their concerns through a process centered in making informed decisions.

Author

• David O. Stovall, University of Illinois at Chicago