Researching Teaching Practices That Address Social Justice Issues in Secondary Humanities Classrooms

• In Event: Social Justice as an Act of Praxis

Abstract

The purpose of this research study is to provide secondary teachers of humanities courses with a research-based pedagogical model and strategies that will enhance their teaching around controversial and sensitive topics. This study is part of a larger research agenda in which as a teacher educator, the primary investigator is always seeking to find ways to support teachers in feeling more confident facilitating conversations around culturally and politically controversial and sensitive issues with their students, ways that honor their diverse students’ voices and lead to critical, transformative thinking and, most importantly, action.

Author

• Jacqueline Darvin, Queens College - CUNY