Unpacking teachers’ narratives: Dimensions of social equity teaching revealed

Abstract

The narratives of the five teachers are analyzed in relation to the perspectives on teacher development and social equity teaching presented in chapter "A Cause Beyond Ourselves". Teachers’ social-justice leanings and their interest in urban teaching were shaped across a variety of activity settings over time. These orientations were further developed in their teacher-education programs. The narratives provide a window into how teachers then brought these inclinations to their classrooms, revealing their (1) understandings about the sociocultural and sociopolitical factors shaping their students’ lives; (2) enactments of culturally responsive, sustaining, and critical literacy teaching; (3) recognition of students’ diverse language and literacy abilities and efforts to balance literacy skill teaching with holistic approaches; (4) advocacy and activism; and (5) caring with political clarity. The analysis helps to inform an agenda for preparing and supporting teachers in underserved communities.