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Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards
ARTICLE

, Department of Secondary Education, United States ; , California State University–Fullerton, United States ; , San Francisco State University, United States

TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Emphases on high-stakes testing and accountability can undermine teachers' ability to use their professional expertise to respond to the localized needs of their students. For justice-oriented teachers, they also create ideological conflicts, as teachers are forced to navigate increasingly prescriptive curricular mandates. In this article, we examine how justice-oriented veteran social studies teachers in the United States use their disciplinary expertise and professional agency to respond strategically to the influence of the Common Core State Standards on their discipline. We conclude by discussing the implications for preparing candidates to teach for social justice in accountability-driven contexts.

Citation

Dover, A.G., Henning, N. & Agarwal-Rangnath, R. (2016). Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 457-467. Elsevier Ltd. Retrieved February 24, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.07.016

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