From Theory to Practice: How Teachers Implement Social Justice Pedagogy and Practice After Graduate School

• In Event: Teachers' Insights on Implementing Culturally Responsive Teaching

Abstract

The longitudinal study investigates the effectiveness of a multicultural literature course on teacher practices. Eighteen teachers were interviewed 1-2 years after they enrolled in a multicultural children and young adults’ literature graduated level course that incorporates visits to a Holocaust museum. This course was redesigned within a framework of social justice pedagogy by focusing on critical analysis of multicultural literature, teacher inquiry, as well as a civic engagement project. Findings from this study illuminated how these participants implement social justice pedagogy and strategies with their K-12th grade students. Description on how these teachers implemented and struggled with embracing a classroom focus on tolerance, acceptance and a culturally responsive teaching practice

Authors

• AnnMarie Alberton Gunn, University of South Florida - St. Petersburg

• Susan V. Bennett, University of South Florida - St. Petersburg