Portal de Periódicos da CAPES

Pathways to Social Justice: Urban Teachers' Uses of Culturally Relevant Pedagogy as a Conduit for Teaching for Social Justice

2009; Peter Lang; Volume: 6; Issue: 1 Linguagem: Inglês

1946-7109

Jennifer Esposito, Ayanna N. Swain,

Education Discipline and Inequality

article explores issues surrounding teaching for social justice in urban schools. Us- ing qualitative methods, our study examined the ways in which seven urban teachers used culturally relevant pedagogy as a mechanism for teaching for social justice. We found that by adhering to the tenets of culturally relevant pedagogy (e.g. personal ac- countability and cultural critique), our participants helped their students think critically about how social injustices affected their lives. The implications of our findings suggest that while the constraints inherent in urban schools perpetuate the injustices of social reproduction, the implementation of culturally relevant and social justice pedagogies help prepare students to effect change in their communities and the broader society.