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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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This book would not exist without our chapter authors and the teachers and classrooms in which they studied to document and analyze social justice. We are ever-grateful to our contributors for sharing their insights and their work. To the teachers whose practices are reported within these pages, we also extend our gratitude. Allowing a researcher into your space can be disconcerting, and to open up what is essentially (for a teacher) your heart to them, is sometimes a challenge. We thank you and those like you for your passion and commitment to equity.

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