A Critical Analysis of Classroom Dialogue Along a Social Justice Spectrum

• In Event: 67.068 - MTCC Roundtable Session 32
  In Roundtable Session: 67.068-8 - Preparing Critical-Oriented Teachers

Abstract

Teacher preparation and professional development programs equip teachers with the theory and language of social justice and equity but research demonstrates that these teachers often struggle to implement critical pedagogy and praxis in their classrooms. This ethnographic study describes how one teacher enacted a critical pedagogy in her classroom and engaged urban youth in critical dialogue about relevant social issues presented in class texts. Critical consciousness is central to any social transformation, and by highlighting one teacher’s critical awareness over time, this study potentially contributes to an understanding of how educators might advance social justice goals in both classroom instruction and research.

Author

• Charity T. Gordon, Georgia State University