Teaching for social justice: From conceptual frameworks to classroom practices
AG Dover - Multicultural perspectives, 2013 - Taylor & Francis
Multicultural perspectives, 2013•Taylor & Francis
In this article, the author presents the results of a multistate study examining how teachers,
and specifically secondary English Language Arts (ELA) teachers, conceptualize and
implement teaching for social justice in standards-based contexts. Additional analysis
underscores how this practice both reflects and extends earlier equity-oriented reform
movements.
and specifically secondary English Language Arts (ELA) teachers, conceptualize and
implement teaching for social justice in standards-based contexts. Additional analysis
underscores how this practice both reflects and extends earlier equity-oriented reform
movements.
In this article, the author presents the results of a multistate study examining how teachers, and specifically secondary English Language Arts (ELA) teachers, conceptualize and implement teaching for social justice in standards-based contexts. Additional analysis underscores how this practice both reflects and extends earlier equity-oriented reform movements.
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