Rethinking High-Leverage Practices in Justice-Oriented Ways
Item
Title
Rethinking High-Leverage Practices in Justice-Oriented Ways
Abstract/Description
Justice-oriented teaching must address how classroom-based disciplinary learning is shaped by interactions among local practice and systems of privilege and oppression. Our work advances current scholarship on high-leverage practices [HLPs] by emphasizing the need for teaching practices that restructure power relations in classrooms and their intersections with historicized injustice in local practice as a part of disciplinary learning. Drawing upon a critical justice stance, and long-term collaborative work with middle school teachers and youth, we report on empirically driven insights into patterns-in-practice in teaching which yield insight into both what justice-oriented high-leverage practices may be, and the cross-cutting ideals which undergird them. We discuss the patterns-in-practice and their implications for teaching and learning across subject areas: HLPs that work toward equitable and consequential ends need to be understood in terms of the practice itself and its individual and collective impact on classroom life.
Author/creator
Date
In publication
Volume
71
Issue
4
Pages
477-494
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0022-4871
Citation
Calabrese Barton, A., Tan, E., & Birmingham, D. J. (2020). Rethinking High-Leverage Practices in Justice-Oriented Ways. Journal of Teacher Education, 71(4), 477–494. https://doi.org/10.1177/0022487119900209
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