This descriptive study looks at how social justice is being integrated into 11th grade language arts classes in the Roaring Fork Valley of Colorado. I observed four educators, noting how they addressed issues of social justice through classroom discussions and literature selection. This study will reflect upon on observations in classrooms and interviews with educators that inform ineffective and effective means of incorporating, or not incorporating, social justice into their classrooms.
|Commitee:||Forbes, A.O., Sharp, Lloyd|
|School Location:||United States -- Arizona|
|Source:||MAI 52/03M(E), Masters Abstracts International|
|Subjects:||Language arts, Education history, Secondary education|
|Keywords:||Language arts, Secondary school education, Social justice education|
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