Date of Award
Curriculum and Instruction
Maria del Carmen Salazar
Nicholas J. Cutforth
Critical dispositions, Curriculum and instruction, Experienced educators, Social justice pedagogy, Teaching for social justice
Much research has been done on novice teachers’ dispositions and how their beliefs contribute to the enactment of equitable or inequitable teaching practices. Ways that deficit-based beliefs and inequitable pedagogical choices have negatively impacted students of color and low-income students have also been well documented. However, there is a dearth of literature that explores the connection between dispositions and experienced teachers’ social justice practices that lead to equitable social and academic outcomes for elementary students. The purpose of this multiple case study is to understand and examine the perceptions, enactment, and challenges of four experienced and effective elementary teachers who are committed to teaching for social justice (TFSJ) in standards-based environments. The study’s findings will inform practitioners’ and scholars’ understanding of the social justice dispositions of effective teachers and their socially just practices in elementary classrooms.
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Mestas, Brianna, "Planting Seeds of Change: Teaching for Social Justice in Elementary Classrooms" (2022). Electronic Theses and Dissertations. 2062.
Received from ProQuest
Elementary education, Pedagogy, Curriculum development
Available for download on Sunday, July 21, 2024
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Elementary Education Commons, Social Justice Commons