Social Justice Understanding From Online Teachers' Perspectives: A Pilot Qualitative Case Study

• In Event: Empowering Online Teachers to Build Capacity for Learning Success

Abstract

This paper reports three online teachers’ perspectives on social justice. Participants are from three different states and levels. Promoting anti-racism concepts among teachers, our findings revealed the teachers’ struggles and aspirations of designing social justice curricula and culturally responsive structure within the K-12 systems. Specifically, teachers had struggles as they engage in pedagogy, technology, and content knowledge related to social justice. Teachers also believed the efforts of engaging all students needed to extend beyond classrooms with friends, families, and communities. Our results suggest that teachers as change agents need collaboration and long-term efforts to reform schools so that we can improve education for all and retain students of color in the segregated areas.

Authors

• Ting Huang, College of William and Mary

• Shiyi Shen, University of Rochester