This instrumental case study describes students' experiences in an academic cluster gateway course through social justice service-learning as civic learning pedagogy. The case under study recognized institutional factors supporting participatory off-campus community learning, and social justice service-learning as a type of civic learning pedagogy.

The primary goal of this study was to investigate, document, and understand the reasons that educators who use graphic novels in their classrooms choose to use them, rather than traditional text. Secondary goals were to identify the classes they teach, and to identify commonalities and shared best practices. Interviews were scheduled, to provide…

This paper reports a study coauthored with second-year undergraduate students that examines student experiences of undertaking real-life, client-set marketing assessments with an equality and inclusion remit. Students were set a marketing assessment with an explicit social justice focus, thereby prompting them to reflect on their own backgrounds…

This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London…

Teaching is challenging in part because, although school structures are to some extent modelled on industrial approaches in which the "raw materials" are assumed to be very similar, human beings are endlessly diverse. Understanding the many differences amongst students, and treating these differences as teaching resources rather than…

This qualitative study sought to explore reasons why social studies teachers chose to teach controversial issues and counternarratives in their classroom in an era where doing so is dangerous for teachers and their job security, and how they go about doing so in their classrooms. The theoretical framework of this study encompassed the notion that…

Despite the persistent efforts individuals have made to promote social justice through education and partnering with others to facilitate social movements, structural violence rates prevail (Harris, 2004). In order to be able to accurately address the significant problem of structural violence we are experiencing, not only in schools, but in…

In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on…

The purpose of this study was to explore mathematics teachers' perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers…

Sustainable development is significant to the future of our environment and society. Sustainability demands an integrated approach to not only combating climate change, but also reversing social injustices. To ensure future generations are armed with the right information to make the best possible decisions in their future professions, we must…

To provide opportunities for preservice teachers to move beyond the limitations of their life experiences, the teacher preparation program at the University of Vermont has worked to advance service-learning experiences that push preservice teachers to examine their own identities and biases by providing them with opportunities to interact with…

This paper is about memory, the elusive process of remembering and of an encounter between a researcher and a participant who after five years reunited to remember. The object under study is a high school social justice curriculum with a central focus on the development of social action projects. Grounded in Pitt and Britzman's work on difficult…

Background: As social-justice-focused teacher education programs continue to gain prominence, a wealth of research explores approaches for preparing teachers for social-justice-minded teaching. This study looks closely at a key aspect of teacher education programs frequently absent from the research--the teacher educators (TEs) themselves. Focus…

Background: An emerging body of Physical Education scholarship is addressing the challenge of preparing Physical Education Teacher Education (PETE) students to enact a socio-critically informed Health Education [Leahy, D., and L. McCuaig. 2014. "Disrupting the Field: Teacher Education in Health Education." In "Health Education:…

This study investigates preservice teachers' perspectives on their preparation to use social justice teaching in rural schools, how they implemented the concept in their classrooms, and the challenges they faced. The findings suggest that even though coursework may have prepared the participants to integrate social justice principles and practices…