Agents of change

Reimagining curriculum and instruction in world language classrooms through social justice education

Beth Wassell, Pamela Wesely, Cassandra Glynn

Research output: Contribution to journalArticle

Abstract

This interpretive multiple case study examined how K-16 world language teachers (N = 12) incorporated social justice issues into their curriculum and instruction and the factors that supported and constrained this work. The findings revealed that the participants experienced supports and impediments that shaped their agency to enact social justice education. These factors included the professional community of the school or institution, the students’ perspectives and contributions, and existing curriculum and curricular resources. The discussion advances an ecology of teacher agency in which teachers take up a stance toward social justice and navigate structures to creatively reconstruct their teaching and the world language curriculum. Implications are discussed for teacher education, in-service professional development, and educational research.

Original languageEnglish (US)
JournalJournal of Curriculum and Pedagogy
DOIs
StatePublished - Jan 1 2019

Fingerprint

social justice
instruction
curriculum
classroom
teacher
language
education
educational research
ecology
Teaching
resources
school
community
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

@article{e773929903cf471fb1ed79921aabf65f,
title = "Agents of change: Reimagining curriculum and instruction in world language classrooms through social justice education",
abstract = "This interpretive multiple case study examined how K-16 world language teachers (N = 12) incorporated social justice issues into their curriculum and instruction and the factors that supported and constrained this work. The findings revealed that the participants experienced supports and impediments that shaped their agency to enact social justice education. These factors included the professional community of the school or institution, the students’ perspectives and contributions, and existing curriculum and curricular resources. The discussion advances an ecology of teacher agency in which teachers take up a stance toward social justice and navigate structures to creatively reconstruct their teaching and the world language curriculum. Implications are discussed for teacher education, in-service professional development, and educational research.",
author = "Beth Wassell and Pamela Wesely and Cassandra Glynn",
year = "2019",
month = "1",
day = "1",
doi = "https://doi.org/10.1080/15505170.2019.1570399",
language = "English (US)",
journal = "Journal of Curriculum and Pedagogy",
issn = "1550-5170",
publisher = "Taylor and Francis Ltd.",

}

TY - JOUR

T1 - Agents of change

T2 - Reimagining curriculum and instruction in world language classrooms through social justice education

AU - Wassell, Beth

AU - Wesely, Pamela

AU - Glynn, Cassandra

PY - 2019/1/1

Y1 - 2019/1/1

N2 - This interpretive multiple case study examined how K-16 world language teachers (N = 12) incorporated social justice issues into their curriculum and instruction and the factors that supported and constrained this work. The findings revealed that the participants experienced supports and impediments that shaped their agency to enact social justice education. These factors included the professional community of the school or institution, the students’ perspectives and contributions, and existing curriculum and curricular resources. The discussion advances an ecology of teacher agency in which teachers take up a stance toward social justice and navigate structures to creatively reconstruct their teaching and the world language curriculum. Implications are discussed for teacher education, in-service professional development, and educational research.

AB - This interpretive multiple case study examined how K-16 world language teachers (N = 12) incorporated social justice issues into their curriculum and instruction and the factors that supported and constrained this work. The findings revealed that the participants experienced supports and impediments that shaped their agency to enact social justice education. These factors included the professional community of the school or institution, the students’ perspectives and contributions, and existing curriculum and curricular resources. The discussion advances an ecology of teacher agency in which teachers take up a stance toward social justice and navigate structures to creatively reconstruct their teaching and the world language curriculum. Implications are discussed for teacher education, in-service professional development, and educational research.

UR - http://www.scopus.com/inward/record.url?scp=85062793213&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85062793213&partnerID=8YFLogxK

U2 - https://doi.org/10.1080/15505170.2019.1570399

DO - https://doi.org/10.1080/15505170.2019.1570399

M3 - Article

JO - Journal of Curriculum and Pedagogy

JF - Journal of Curriculum and Pedagogy

SN - 1550-5170

ER -