Department of Teaching, Learning, and Teacher Education
Document Type
Article
Date of this Version
2022
Citation
Frontiers in Education (May 2022) 7: 862331
doi: 10.3389/feduc.2022.862331
Editor: Heidi L. Hallman
Reviewers: Vicki Dea Ross and Michael Dubnewick
Abstract
In this study, I examined interactions between an English teacher and her students to illustrate ways in which issues of equity and social justice may play out in nuanced ways in the implementation of school curriculum in a diverse, Midwestern high school. These stories of classroom teacher and student experiences reveal complexities of how equity and social justice might unfold for students, and be understood by a teacher as she works with her students, to build a body of “teacher knowledge” (Clandinin and Connelly, 1996) that grows as the teacher gains experience. Examining complexities of “teacher knowledge” as a classroom teacher attempts to acknowledge her students’ social and cultural backgrounds while also implementing curriculum that meets requirements established by her school board, offers insight into challenges a teacher might encounter while working with students of diverse backgrounds in a school context.
Included in
Curriculum and Instruction Commons, Race and Ethnicity Commons, Social Justice Commons, Teacher Education and Professional Development Commons
Comments
Copyright 2022, Elaine J. Chan. Open access material
License: CC BY 4.0