An Investigation of How Historically Marginalized Third Graders Manifest Criticality and Resistance in School

Abstract

This chapter evolved out of the situation of a professor and his doctoral student having numerous discussions regarding her students’ concern for oppression and their desire for social activism. It became obvious that the cultural environment of the classroom was permitting these students to have a very real part in constructing their knowledge and taking ownership of this process, thus giving them the freedom and courage to act. The purpose of this chapter is to reveal, through the voice of the teacher and her students, how a class of marginalized third graders demonstrates their knowledge of social justice concepts and also perform superbly on their standardized reading and math assessments.

Citation

Moreno, M. and Baptiste, H.P. (2015), "An Investigation of How Historically Marginalized Third Graders Manifest Criticality and Resistance in School", Living the Work: Promoting Social Justice and Equity Work in Schools around the World (Advances in Educational Administration, Vol. 23), Emerald Group Publishing Limited, Leeds, pp. 319-341. https://doi.org/10.1108/S1479-366020140000023016