TY - JOUR
T1 - Teaching for Social Justice
T2 - the Promise of Transformative Expectations for Urban Chicanx/Latinx Youth
AU - Rojas, Leticia
AU - Liou, Daniel
N1 - Publisher Copyright:
© 2018, © 2019 University of Massachusetts Amherst College of Education.
PY - 2018/4/3
Y1 - 2018/4/3
N2 - Drawing on the concept of transformative expectations—that is, the instructional practices that demonstrate teachers’ belief systems for the educational justice and empowerment of Chicanx/Latinx youth—this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in California. Through semi-structured interviews, teacher journaling, and artifacts of classroom practices, this study points to the importance of teacher disposition and socialization in developing classroom expectations, as well as helps to conceptualize the expectancies of academic rigor, social capital, empowering curriculum, and teacher caring from perspectives of justice and their importance in supporting students to meet or exceed instructional goals. Applying figured worlds and transformative expectations as the study’s analytic frameworks, teachers reported these four expectancies as important strategies for bringing social justice into the classroom, thereby prompting discussions of the future directions of teaching for social justice.
AB - Drawing on the concept of transformative expectations—that is, the instructional practices that demonstrate teachers’ belief systems for the educational justice and empowerment of Chicanx/Latinx youth—this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in California. Through semi-structured interviews, teacher journaling, and artifacts of classroom practices, this study points to the importance of teacher disposition and socialization in developing classroom expectations, as well as helps to conceptualize the expectancies of academic rigor, social capital, empowering curriculum, and teacher caring from perspectives of justice and their importance in supporting students to meet or exceed instructional goals. Applying figured worlds and transformative expectations as the study’s analytic frameworks, teachers reported these four expectancies as important strategies for bringing social justice into the classroom, thereby prompting discussions of the future directions of teaching for social justice.
UR - http://www.scopus.com/inward/record.url?scp=85056114448&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85056114448&partnerID=8YFLogxK
U2 - 10.1080/10665684.2018.1509747
DO - 10.1080/10665684.2018.1509747
M3 - Article
AN - SCOPUS:85056114448
SN - 1066-5684
VL - 51
SP - 161
EP - 181
JO - Equity and Excellence in Education
JF - Equity and Excellence in Education
IS - 2
ER -