Title

Teaching for Social Justice and the Common Core: Justice-Oriented Curriculum for Language Arts and Literacy

Document Type

Article

Publication Date

3-1-2016

Abstract

In this article, Dover draws from a multistate, qualitative study of 24 justice-oriented secondary English language arts teachers to illustrate how justice-oriented curriculum can be used to address the emphases of the Common Core State Standards for English Language Arts and Literacy. In addition to referencing a comprehensive array of social justice topics (e.g., literary, historical, and contemporary examples of racism, sexism, religious oppression, classism, and social action), participants' curriculum addressed all of the College and Career Readiness Anchor Standards for reading, writing, speaking and listening, and language. The findings underscore the potential of justice-oriented teaching as a strategy for addressing the critical and higher order thinking skills prioritized in the Common Core. This article concludes with implications for literacy teachers and teacher educators.

DOI

10.1002/jaal.488

Publication Title

Journal of Adolescent and Adult Literacy

Volume Number

59

Issue Number

5

First Page

517

Last Page

527

ISSN

10813004

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