Join educators from across California as we consider what it means to “teach for social justice” in contemporary classrooms. During this session, we will collectively examine strategies for teaching for social justice in complex classroom spaces, including those where emphases on standards, high-stakes accountability, and dominant narratives restrict and regulate teacher autonomy. After analyzing examples of student-driven, social justice-oriented, and standards-conscious curriculum, participants will discuss their own curricular and pedagogical goals, as well as the next steps for putting their vision into practice.

This session is facilitated by Dr. Alison Dover, Associate Professor in the Department of Secondary Education at California State University, Fullerton. Dr. Dover has a doctorate in Social Justice Education from the University of Massachusetts, Amherst, and has taught K-12 and teacher education in diverse high school and university settings throughout the United States. Dr. Dover works extensively with local and national students, educators, and school communities to promote equity, multicultural education, culturally and linguistically responsive pedagogy, literacy education, and standards-based education in K-16 contexts. To learn more about Dr. Dover’s research, including her 2016 book, Preparing to Teach Social Studies for Social Justice: Becoming a Renegade, visit http://alisongdover.com

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