Reflections in the Classroom: Experiences of Educators Who Teach for Social Justice

• In Event: 72.042 - Mirror, Mirror on the Wall: Reflection on Identities and Practice in Teachers' Lives

Abstract

Teaching for social justice, a theoretical approach to educating students and pedagogical style of promoting equality in learning environments, continues to be under theorized, creating a need for clarification of its meaning and purpose. This qualitative study was an effort to encourage further dialogue on teaching for social justice to further inform research and practice, as well as provide a reflective experience for participants by exploring their perspectives on this phenomenon. The focus of this presentation will highlight the importance of educator’s experiences who teach from a social justice approach in the secondary classroom based on findings and researcher interpretations from this study.

Author

• Gregory Samuels, University of Montevallo