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Possibilities in Practice

Social Justice Teaching in the Disciplines

Edited By Summer Melody Pennell, Ashley S. Boyd, Hillary Parkhouse and Alison LaGarry

This edited collection illustrates different possibilities for social justice practice in various grade levels, disciplines, and interdisciplinary spaces in P–12 education. Chapters in this unique volume demonstrate teaching with a critical lens, helping students develop critical dispositions, encouraging civic action with students, and teaching about topics inclusive of race, class, gender, and sexuality. Based on empirical research, each contribution is rooted in a critical theoretical framework and characterizes findings from sustained study of pedagogic practice, spanning subject matter from social studies, English Language Arts, music, mathematics, and science. Through this work, both pre- and in-service teachers as well as teacher educators will be inspired to practice social justice in their own classrooms.

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About the author(s)/editor(s)


Summer Melody Pennell is Assistant Professor of English Education at Truman State University. Her research interests include social justice pedagogy, English education, queer theory, Young Adult literature, and qualitative methods. Her publications include manuscripts on her theory of queer cultural capital and teacher education.

Ashley S. Boyd is Assistant Professor of English Education at Washington State University where she teaches courses on critical theory, English methods, and young adult literature. She earned her BA in English, MAT in secondary English, and PhD in Education from UNC-Chapel Hill.

Hillary Parkhouse is Assistant Professor of Teaching and Learning at Virginia Commonwealth University. Her research interests include critical citizenship education, global education, youth civic empowerment, and critical pedagogy. She has published articles on undocumented immigrant youth activism and teaching culturally and linguistically diverse students.

Alison LaGarry is Clinical Assistant Professor of Education at the University of North Carolina at Chapel Hill. Her research interests include social justice pedagogy, arts education, educational sociology, and qualitative methodology. Her publications include manuscripts on social justice teaching methods, and arts integration.

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