Date of Award

Winter 2010

Degree Type


First Advisor

Horace R. Hall, PhD


Social justice is a frequently employed concept in the development of classroom curriculum and discussion of instructional practice in schools. This study documents the process undergone by two public high school educators to create a social justice curriculum. The study data is comprised of semi-structured interviews, classroom observations and a document analysis of curricular texts. The research goal is to gain a broader understanding of how educators’ values, life experiences, and political motivations impact the content and intended outcomes of curriculum for social justice. The data collection and analysis emphasize the educators’ voices as they reflect on: 1) how they defined social justice and selected their curriculum’s content; 2)how they came to see a need for greater justice in society through their life experiences; and 3)how they developed values attributing to a personal desire to take action in their classroom and community.

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