Abstract

This study seeks to understand what struggles an equity-minded English teacher encountered while enacting social justice curriculum and pedagogy. Data indicated the primary factors that influenced the teacher's understandings were her students and grade-level colleagues, not administrative mandates or the state standardized test. An additional finding was that the conflicts that Octavia anticipated as a pre-service teacher (competing reform agendas) were less relevant than concerns about reading materials and text selection. The study indicates a need to shift attention to less-commonly studied factors in teacher decision-making: quality instructional resources, interpersonal relationships, and ideologies about curriculum.

Citation

Williamson, T. (2017). Listening to many voices: Enacting social justice literacy curriculum. Teaching and Teacher Education: An International Journal of Research and Studies, 61(1), 104-114. Elsevier Ltd. Retrieved September 27, 2023 from https://www.learntechlib.org/p/202136/.

Keywords

• Educational Change
• English Education
• secondary education
• Social Justice
• Teacher decision-making
• Urban Schools