Original Publication Date
The Journal of Social Studies Research
Date of Submission
Teaching for social justice requires an ability to address sensitive issues such as racism and sexism so that students can gain critical consciousness of these pervasive social realities. However, the empirical literature thus far provides minimal exploration of the factors teachers consider in deciding how to address these issues. This study explores this question through ethnographic case studies of two urban, 11th grade U.S. History classrooms. Differing classroom racial demographics and teacher instructional goals resulted in two distinct pedagogical approaches to social justice teaching. Despite differences in class makeup and teaching approach, students in both classrooms developed intellectual confidence and critical citizenship skills related to their growing sociopolitical awareness.
© 2018 Published by Elsevier Inc. on behalf of The International Society for the Social Studies
Parkhouse, H., & Massaro, V. R. (2019). “Calling Out” in class: Degrees of candor in addressing social injustices in racially homogenous and heterogeneous US history classrooms. The Journal of Social Studies Research, 43(1), 17-31. https://doi.org/10.1016/j.jssr.2018.01.004
Is Part Of
VCU Dept. of Teaching and Learning Publications