The Perspectives and Pedagogies of Middle School Social Justice Educators

Autor/inn/en	Shockley, Ebony Terrell; Ellis, Valeisha M.
Titel	The Perspectives and Pedagogies of Middle School Social Justice Educators
Quelle	In: Middle School Journal, 54 (2023) 1, S.3-13 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shockley, Ebony Terrell) ORCID (Ellis, Valeisha M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2022.2142004
Schlagwörter	Middle School Teachers; Social Justice; Culturally Relevant Education; Inclusion; Curriculum Design + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Inklusion; Lehrplangestaltung
Abstract	This study presents the perspectives and pedagogical practices of teachers who self-identify as social justice educators. Interviews with these social justice educators, who teach in large, diverse, metropolitan school districts, show that they create equitable spaces for their students. An analysis of the interview data concerning their beliefs and the ways that they describe their engagement with culturally and linguistically diverse learners showed that the practices of these social justice educators center students' perspectives, propose culturally sustaining choices, provide access to multicultural resources, and offer a space for counternarratives and revisionism in their classrooms. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01