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

Calabrese Barton, Angela

Tan, Edna

Birmingham, Daniel J.

Date

2020

In publication

Journal of Teacher Education

Volume

71

Issue

4

Pages

477-494

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Theoretical

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0022-4871

DOI

10.1177/0022487119900209

URL

Official Publisher's Webpage (SAGE Journals)

Open Access PDF Shared by Author (Academia.edu)

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

Cited in

Equitable Learning

Item sets

Open Access Resource (IRE)

Handbook Chapter 3 Citations

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