Lessons Learned From Teaching Social Justice Education in Sixth Grade

• In Event: From Dialogue to Action: Centering Equity and Justice in the Middle Grades

Abstract

Young adolescence is a dynamic stage for the develop of critical consciousness, yet there is a dearth of research on social justice education (SJE) in the middle grades. This study uses qualitative inquiry to investigate the experiences of three social justice educators as they engage in SJE with young adolescents. Preliminary findings affirm that YAs are primed for SJ learning and offer insight into some of the challenges and affordances of engaging in this work with young adolescents.

Authors

• Jessica DeMink-Carthew, The University of Vermont

• Eliaquin Gonell, University of Vermont