Lessons Learned from Teaching Social Justice Education in Sixth Grade

Autor/inn/en	DeMink-Carthew, Jessica; Gonell, Eliaquin
Titel	Lessons Learned from Teaching Social Justice Education in Sixth Grade
Quelle	In: Middle School Journal, 53 (2022) 5, S.5-14 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeMink-Carthew, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2022.2119732
Schlagwörter	Social Justice; Grade 6; Student Centered Learning; Teaching Methods; Sense of Community; Classroom Environment; Teacher Attitudes + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; School year 06; 6. Schuljahr; Schuljahr 06; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Lehrerverhalten
Abstract	Early adolescence is a dynamic stage for the development of critical consciousness, yet there are few resources focused on social justice education (SJE) in the middle grades. This article shares the findings from a study that investigated the experiences of three social justice educators as they engaged in SJE with young adolescents (YAs). We offer three key lessons associated with teaching SJE in the middle grades: (a) YAs are primed for SJ learning, (b) SJE can cultivate a learner-centered classroom community, and (c) SJE brings teacher positionality to the forefront. Subsequently, we identify instructional challenges associated with teaching SJE in the middle grades and share some of the ways in which the teachers in this study navigated these challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01