Teaching for Social Justice and Equity in Small Urban High Schools: Challenges and Possibilities

• In Event: Roundtable Session 32
  In Roundtable Session: Current Issues in Professional Development

Abstract

The purpose of this qualitative, empirical research is to explore the role of the “small schools” context on the development and learning of two first-year urban high school teachers with respect to equity-focused teaching. The participants graduated from a social justice-focused teacher education program and were hired within the same urban district. The paper focuses specifically on: What are the roles of (1) the small school size and its related history/ philosophy/ mission/ structures, and (2) curriculum, resources, and materials? How do these factors sustain and constrain the teachers’ ability to enact equity-focused pedagogy? In the rapidly diversifying context of American schools, it is important to learn how the small schools context may support or constrain equity-focused teaching.

Author

• Elizabeth Hope Dorman, Fort Lewis College