Exploring White Teachers Use of Social Justice Pedagogical and Content Knowledge

• In Event: Confronting and Decentering Whiteness in the Development of Social Justice Educators

Abstract

This qualitative study explores the use of Dyches and Boyd’s (2017) Social Justice Pedagogical and Content Knowledge with white teachers in a predominantly white charter school. Teachers went through a year long professional development to support them to build and teach anti-racism curriculum. The three main components of the SJPACK are social justice knowledge, social justice pedagogical knowledge, and social justice content knowledge. Within each teacher interview, teachers shared their experiences of teaching anti-racism content. After analysis, each of the three SJPACK surfaced as practices exhibited in teachers’ instruction. We offer recommendations to support teachers who want to increase anti-racism curriculum in their classrooms and schools.

Authors

• Tehia Starker Glass, University of North Carolina - Charlotte

• Kaitlyn Otey Holshouser, University of North Carolina - Charlotte