Approaches to Teaching for Social Justice: Examining Secondary English Teachers’ Curricular Intentions


This case examines the practical and philosophical dilemmas related to a qualitative, multi-state analysis of how secondary English Language Arts teachers reconciled their commitment to teaching for social justice with curricular standards and mandates. Topics addressed include the identification and narrowing of a research question; developing and responding to the results of a pilot study; strengths, limitations, and recommendations related to curriculum analysis methods; and how to conduct research that responds to scheduling needs of teacher-participants and researchers.

locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles