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Anti-Oppressive Education With A “Different Kind Of Rigor”: Teachers’ And Adminstrators’ Perspectives Of A Social Justice Education Program At An Affluent Public High School, Andrea Frances Struve

Doctoral Dissertations

Affluent youth often experience intense pressure to succeed academically, while conforming to narrow definitions of success that only serve to replicate the power and privilege of their own communities. Therefore, students schooled in affluent settings need to understand and problematize the roots and impact of their power and privilege, a process requiring awareness of and empathy with the experiences of others less fortunate. Social justice education is uniquely equipped to help students do exactly that. Using a qualitative design, this case study of a social justice education program in an affluent public high school explored how teachers committed to this …