Social justice in urban secondary social studies classrooms: pedagogy and beyond

Abstract

In this collective case study about urban secondary social studies teachers, the researcher examines the beliefs and practices of teachers who support social justice approaches in their classrooms and their local and professional communities. Social justice and social justice educational practices are a perfect fit for the content of secondary social studies, which aims to promote democratic principles and education for citizenship. The examples from the teachers in this study provide tangible behaviors and instructional insights regarding social justice practices. They also share their ideas about risk, support, and unfinishedness. Social justice educators and researchers may benefit from the everyday school and classroom examples of practices and perspectives that support secondary social studies content and instruction.