Abstract:
This qualitative research study explores how teachers who write social justicefocused
curriculum support resources conceptualize curriculum and social justice.
Curriculum used in schools reflects underlying assumptions and choices about what
knowledge is valuable. Class-based, cultural, racial, and religious stereotypes are
reinforced in schooling contexts. Are the resources teachers create, select, and use to
promote social justice reproducing and reinforcing forms of oppression? Why do teachers
pursue social justice through curriculum writing? What are their hopes for this work?
Exploring how Teachers' beliefs and values influence cy.rriculum writing engages the
teachers writing and using curriculum support resources in critical reflective thought
about their experiences and efforts to promote social justice. Individual and focus group
interviews were conducted with four teacher-curriculum writers from Ontario schools. In
theorizing my experiences as a teacher-curriculum writer, I reversed roles and
participated in individual interviews. I employed a critical feminist lens to analyze the
qualitati ve data. The participants' identities influenced how they understand social justice
and write curriculum. Their understandings of injustices, either personal or gathered
through students, family members, or oth.e. r teachers, influenced their curriculum writing .
The teacher-curriculum writers in the study believed all teachers need critical
understandings of curriculum and social justice. The participants made a case for
representation from historically disadvantaged and underrepresented groups on
curriculum writing teams. In an optimistic conclusion, the possibility of a considerate
curriculum is proposed as a way to engage the public in working with teachers for social
justice.
