54.047 - Rethinking "Social Justice" Teaching: A Critical Analysis of Teachers' Lives and Teacher Leadership

Session Type: Symposium

Abstract

Drawing from four different studies of schools and teaching in California schools, this session considers notions of “social justice” education by examining both ineffective and effective approaches to teacher leadership in urban classrooms. It outlines an original framework - emerging from qualitative data - four indicators of educational enabling, teacher-led inquiry, and case studies from two other classroom studies to illustrate indicators of highly effective teachers as leaders in urban schools. Each study makes connections to the lives of teachers as it relates to the socio-political context of the communities that these studies took place. Finally, drawing from the perspectives of teachers, this symposium discusses possibilities for better preparation and development of socially just teacher leaders.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 3: Focus on the Lives of Teachers (knowledge, thinking, dispositions, perspectives, ideology, reflective practice, and the moral dimensions of teaching)

Chair

• David O. Stovall, University of Illinois at Chicago

Papers

• The Emergence of an Educational Enabler Culture in the Context of Social Justice Schooling - Darrick A. Smith, University of San Francisco

• La Malandrina as Maestra: Cultivating Courageous Classroom Leadership - Sharim Hannegan-Martinez

• Bang on the System: Teacher as Big Homie - Patrick Camangian, University of San Francisco

Discussant

• Arnetha F. Ball, Stanford University