Teaching for Social Justice: Veteran High School Teachers' Perspectives

Autor/inn/en	Kelly, Deirdre M.; Brandes, Gabriella Minnes; Orlowski, Paul
Titel	Teaching for Social Justice: Veteran High School Teachers' Perspectives
Quelle	In: Scholar-Practitioner Quarterly, 2 (2004) 2, S.39-57 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-9392
Schlagwörter	Educational Strategies; Social Justice; Secondary School Teachers; Teaching Methods; Classroom Techniques; Consciousness Raising; Interviews; English Teachers; Social Studies; Democracy; Democratic Values; Social Values; Ethics; Critical Thinking; Thinking Skills; Social Problems + Suchen Sie Ihr Suchwort? Lehrstrategie; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Bewusstseinsbildung; Interviewing; Interviewtechnik; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Gemeinschaftskunde; Demokratie; Sozialer Wert; Ethik; Kritisches Denken; Denkfähigkeit; Social problem; Soziales Problem
Abstract	Widely appealing, the phrase "teaching for social justice" masks contested definitions, which, if left unaddressed, can undermine efforts to translate concern for social justice into practice. Yet there is little research recording and analyzing what teachers are actually saying and doing when teaching for social justice. The study described in this article--interviews with 20 veteran high school English and social studies teachers committed to teaching for social justice--aims to begin filling this gap. We analyze the diverse ways that the veterans defined social justice and discuss the possibilities and challenges they encountered. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10