The Consciousness of a Classroom: Enacting a Critical Composition Pedagogy at an Urban Middle School

• In Event: 63.048 - Teacher Leadership for What? Critical Advocacy for a More Just World

Abstract

Through analysis of interview and observation data, in this case study we explore one social justice-oriented middle school teacher’s instruction and the factors that influence her way of teaching writing. Findings indicate that this teacher’s instructional practices represent all tenets of critical composition pedagogy (CCP), and that teacher belief and knowledge in social justice/critical pedagogy; curricular freedom; professional development; years of experience teaching; teacher biography/identity; teacher activism outside of school; and a progressive school culture are supports for CCP. However, curricular freedom is produced by many contextual factors, including available curricular/pedagogical resources, trust between teachers and administration, and student characteristics.

Authors

• Clarice Thomas, Georgia State University

• Charity T. Gordon, Georgia State University

• Beth Marks, Kennesaw State University

• Latricia Oliver

• Nadia Behizadeh, Georgia State University

• Heidi Goodwin