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? This qualitative research study
explores how teachers who write social justice-focused curriculum
conceptualize curriculum and social justice. Teachers share
personal stories to demonstrate how curriculum used in schools
reflects underlying assumptions and choices about whose or what
knowledge is valued. Scenarios presented shed light on how
class-based, cultural, racial, and religious stereotypes are
reinforced in schooling and work contexts. The teachers' collective
efforts in reconceptualising curriculum provide viable ways to
connect to our past experiences, consider the present needs of
students, and work towards a more equitable future. Teachers
present examples that demonstrate tensions, contradictions, and
complications associated with writing and implementing social
justice-focused curriculum. The author shares aspects of her story
and theorizes her experiences. Ethical issues in qualitative study
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