Social justice in secondary social studies: exploring how teachers enact social justice in the classroom

dc.contributor.advisorHenkin, Roxanne
dc.contributor.advisorBonner, Emily
dc.contributor.authorAllen, Cassandra D.
dc.contributor.committeeMemberPate, P. Elizabeth
dc.contributor.committeeMemberBecker-Albright, Shari
dc.date.accessioned2024-01-26T20:57:48Z
dc.date.available2024-01-26T20:57:48Z
dc.date.issued2016
dc.description.abstractSocial studies teachers in Texas and across the nation face a great ethical paradox—to teach the dominant narrative to meet standardized measures, including testing, or teach for social justice to expose oppression and promote equity, building empathy through multiple perspectives for the benefit of all their students. Thus, the purpose of this study was to examine and describe examples of secondary social studies teachers who are actively planning for and teaching for social justice in their classrooms, while also considering and planning for state curriculum standards in Texas (TEKS). The study was guided by three tiered research questions that focused on how teachers conceptualize, plan for, and enact social justice in their classrooms. These questions were developed to 1) address the complex and contextual nature of teaching for social justice and 2) address a gap in the practical literature on teaching for social justice. For these reasons, a qualitative multicase study design was used. Participants were nominated and then selected. Several different types of data were collected including semi-structured interviews, classroom observations, curricular artifacts, and post-observation reflection forms. Chapter Four addresses the findings for each individual case, as well as a cross-case analysis. The data reinforced important factors for enacting social justice such as teacher agency and reflective practice. Implications for researchers, teacher educators, and teachers are explained as well as recommendations for future research.
dc.description.departmentInterdisciplinary Learning and Teaching
dc.format.extent162 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781369060577
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2576
dc.languageen
dc.subjectAgency
dc.subjectReflection
dc.subjectSocial Justice
dc.subjectSocial Studies
dc.subjectTeaching
dc.subject.classificationEducation
dc.subject.classificationSocial sciences education
dc.subject.lcshSocial justice -- Study and teaching (Secondary) -- Texas
dc.subject.lcshHigh school teaching -- Texas
dc.titleSocial justice in secondary social studies: exploring how teachers enact social justice in the classroom
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentInterdisciplinary Learning and Teaching
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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