“Would That Be Social Justice?” A Conceptual Constellation of Social Justice Curriculum in Action

Complete Issue (Julian Kitchen and Darlene Ciuffetelli Parker, editors)

“…Given an already overcrowded curriculum and a host of other provincial mandates that put large demands on teachers (probationary teachers, in particular), we are aware of the demands that our summons to advocacy puts on novice teachers. We concur with Johnson, Oppenheim and Suh's (2009) warning that these demands are potentially overwhelming.…”

“…Brock Education,20(2),[65][66][67][68][69][70][71][72][73][74][75][76][77][78][79][80][81][82][83][84] during their pre-service teacher education we were concerned that individual interviews had the potential to be seen as evaluative, rather than reflective. The focus group questions were designed such that participants could reflect on their first year of teaching with their peers, allowing the researchers to 'take a back seat'.…”

Getting “Up to Code”: Preparing for and Confronting Challenges when Teaching for Social Justice in Standards-Based Classrooms

“…In my own classroom, I ask candidates to grapple with case studies related to teaching for social justice, including those adapted from Clark (2002), Darling-Hammond, French, and Garcia-Lopez (2002), and Johnson, Oppenheim, and Suh (2009); students also identify social justice related scenarios at their school sites, examine the relationship between their teaching philosophies and their curriculum, and brainstorm strategies for addressing social justice topics during job interviews.…”

Emotions and socially just teaching: a qualitative study

“…In a similar vein, Johnson et al (2009) reported the vignettes of three novice teachers committed to socially just teaching based on the qualitative data collected through interviews and observation and argued that three teachers enacted socially just teaching in their own unique ways due to their students, their own background, and their own prior perception of socially just teaching. It was also reported that “it is both possible and essential for new educators to enact social justice curricula in their classrooms in a variety of ways” (p. 294).…”

“…It was also reported that “it is both possible and essential for new educators to enact social justice curricula in their classrooms in a variety of ways” (p. 294). Drawing on the findings of the study conducted by Johnson et al (2009), it was concluded that “a broad and contextually contingent definition of social justice curriculum is one that will best support and encourage burgeoning social justice educators” (p. 294).…”