Teaching for and Against: A Lat-Crit Examination of Social Justice Teaching

• In Event: 51.049 - Critical Race Theory

Abstract

This paper describes the ways that three veteran insurgent justice minded social studies teachers engage a critical pedagogy despite school and district constraints and limitations. Taken from a five year study this paper presents portraits of each teacher for each of the first three years of the five year study. These portraits describe each teacher’s response and reaction to the systemic obstacles they encounter each year.

Author

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