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Reflections In The Classroom: Perspectives On Teaching For Social Justice From Secondary Social Studies Educators, Gregory Lee Samuels
Reflections In The Classroom: Perspectives On Teaching For Social Justice From Secondary Social Studies Educators, Gregory Lee Samuels
USF Tampa Graduate Theses and Dissertations
The purpose of this study was to describe and explain the perspectives of five secondary social studies educators who identified with teaching for social justice. The following research questions guided the study: How do educators who identify with social justice perceive teaching for social justice?; In what ways do educators who identify with social justice facilitate a social justice education?; What experiences prompt educators to teach for social justice in the classroom?; In what ways are educators challenged and rewarded while facilitating a social justice curriculum within the secondary social studies classroom? This qualitative study employed semi-structured interview questions and …
Learning To Practice Leadership For Social Justice: An Autoethnography, David S. Martin
Learning To Practice Leadership For Social Justice: An Autoethnography, David S. Martin
Theses and Dissertations
Some students in schools are served well, whereas others are not. Students traditionally marginalized in schools are students of color, students whose native language is not English, students who receive free and reduced-price lunches, and students with an individualized education program. On nearly all measures in all schools, there exists a persistent achievement gap. The role of leadership in schools can be an important piece in addressing the achievement gap. Traditional leadership has focused on managerial skills such as efficiency, charisma, heroism, decisiveness, and confidence. Another form of leadership exists that can serve to lessen or eliminate the achievement gap: …