Social Justice Teaching in the Era of Standardized Testing and Accountability Measures

• In Event: 31.034 - Lessons From Social Justice–Minded Teachers and Teacher Educators in the Neoliberal Context

Abstract

Objective

Children of color are more likely to be living in poverty than their White peers, resulting in higher exposure to violence, psychological, and health disparity (Aud, Fox, Kewal-Ramani, 2010). Thus, low-income youth of color not only enter urban schools confronting societal inequities but are also greeted with educational disparities, such as: under-resourced classrooms; dilapidated buildings; under funded schools; less-qualified teachers; low-level instruction and expectations; and higher rates of grade-retention, suspension, and expulsion (Anyon, 1997; CDF, 2012a; 2012b; Darling-Hammond, 2013; Howard, 2010).
The study examines how seven social justice-minded educators are planning, collaborating, and teaching to address societal and educational disparity in urban Los Angeles schools; while navigating the current era of neoliberal reform. Through a participatory focus group approach, the study illuminates that these educators are redefining social justice teaching, taking calculated risks, and in short supply of institutional or interpersonal support within the current educational context.

Theoretical Framework

This project brings together activist-oriented theoretical frameworks, Critical Race Theory (Ladson-Billings, 2006; Ladson-Billings and Tate, 1995; Solórzano, 1998; Solórzano and Yosso, 2001) and Freirean Critical Pedagogy (Duncan-Andrade and Morrell, 2008; Freire, 1970; 2005; Freire and Macedo, 1987). These frameworks illuminate the intersecting and multilevel oppressive factors that affect low-income students of color and the ways that social justice minded teachers and students engage in praxis to address these issues. Moreover, the design of the study was influenced by participatory action research studies (Duncan-Andrade, 2005, 2007; Picower, 2007) that engage in research while providing a space for educators to engage in praxis.

Methods

This project utilized a qualitative focus group methodology to examine the “group effect” of seven educators working towards social justice (Morgan, 1996). The participants were chosen from a non-probability purposeful sample (Merriam, 2009). The sample consists of two elementary and five secondary educators teaching in urban Los Angeles schools. Their teaching experience varied from one to twelve years in various subject areas. Data consisted of focus group audio recording, field-notes, teacher survey, teacher created documents, and analytical memos. Lastly, my positionality as a former classroom educator in Los Angeles allowed me to shift from a participant as observer to an observer as participant throughout the study (Merriam, 2009).

Findings

Three themes emerged as teachers discussed their teaching in the context of standardize testing and accountability measures. Teachers are finding innovative ways to teach for social justice. Next, the educators are skillfully deciding when to conceal their social justice efforts, while at other times confronting educational stakeholders. Lastly, the focus group collective provided a space for teachers to rejuvenate, support, and further their teaching.

Significance

The findings suggest that the current era of education provides additional hindrances for social justice teaching; yet, educators are reimaging and reworking innovative ways to engage in this work. This project seeks to inform social justice minded teachers and teacher-educators with concrete examples and strategies for engaging in social justice teaching.

Author

• Oscar Navarro