31.034 - Lessons From Social Justice–Minded Teachers and Teacher Educators in the Neoliberal Context

Session Type: Symposium

Abstract

In this symposium, the panelists engage in critical qualitative research to explore social justice teaching in the current neoliberal context. Drawing from critical theoretical and pedagogical frameworks the panelists conduct empirical studies to examine how educators are strategically planning, collaborating, and working towards social justice. Their research distinctly examines: 1) a teacher’s effort to decolonize the common core standards; 2) social justice minded educators navigation of neoliberal policies and climate; 3) a Teacher Inquiry Group working towards sharpening the participants’ political clarity; and 4) the ways that racism and neoliberal reforms impact the work-life of social justice teacher educators of color. The panelists’ research seeks to situate, support, and inform social justice teaching in the current neoliberal state.

Sub Unit

• Division G - Social Context of Education / Division G - Section 4: Social Context of Education Policy, Politics, and Praxis

Chair

• Edward Ryan Curammeng, University of California - Los Angeles

Papers

• Decolonizing the Common Core: Possibilities and Limitations in the Elementary Classroom - Carolina Valdez, California State University - Monterey Bay

• Social Justice Teaching in the Era of Standardized Testing and Accountability Measures - Oscar Navarro

• Critical Teacher Learning: Teacher-Led Inquiry Working to Develop Political Clarity - Antonio Nieves Martinez, University of Massachusetts - Amherst

• Social Justice Teacher Educators of Color in Teacher Education - Nini Hayes, Marist College

Discussant

• Allyson Tintiangco-Cubales, San Francisco State University