A New Teacher's Journey: Maintaining an Intersectional Justice Praxis Despite Systemic Barriers

• In Event: Critical and Historic Thinking in Social Studies Teacher Education and Development

Abstract

Drawing on Intersectional and Critical Whiteness Studies, this qualitative study examines how a second-year social studies teacher enacts an intersectional justice praxis. The study includes two interviews, a student focus group, classroom observations, and content analysis of the textbook and lesson plans. The purpose is to assess how newer social studies teachers maintain an intersectional justice praxis despite systemic barriers such as whitewashed standardized curricula, pressures to conform to other teachers’ lessons, and data driven assessments. This study aims to add to previous research by suggesting ways newer teachers can successfully uphold a social justice praxis. Results may illuminate systems that can be implemented to support newer teachers enact inclusive curriculum regardless of the political climate, community, or district.

Author

• Molly Siebert, University of Minnesota - Twin Cities