Rigor for Democracy: In Defense of Justice-Oriented Approaches to Social Studies Teaching

• In Event: 52.050 - Teacher Leaders' Identity Development

Abstract

This paper describes the proactive action taken by two U.S. History teachers to defend their justice oriented, ethnic studies infused pedagogy and curriculum. Both teachers organized teachers and students to defend the pedagogy and curriculum, one through leadership positions in the teachers union and the creation of a "critical small school", while the other grew into leadership positions in a university based YPAR program, an educational non-profit and a lead organizer of a grass roots justice oriented conference. Both teachers were able to defend and expand their programs for now. Questions of district and school based support are always in question as is the notion of their ability to sustain the teaching and leadership weight simultaneously.

Author

• Brian C. Gibbs, University of North Carolina - Chapel Hill