Living Contradictions and Working for Change: Toward a Theory of Social Class-Sensitive Pedagogy

Stephanie Jones, Mark D. Vagle

Research output: Contribution to journalArticlepeer-review

43 Scopus citations

Abstract

This essay describes a vision of social class-sensitive pedagogy aimed at disrupting endemic classism in schools. We argue persistent upward mobility discourses construct classist hierarchies in schools and classroom practice and are founded on misunderstandings of work, lived experiences of social class, and the broader social and economic context of the United States and the world. Educators may unwittingly alienate the very students they hope to inspire, cause for serious inquiry into what a social class-sensitive pedagogy might entail. The manuscript highlights five interrelated principles that provide insights to what research tells us and how it can be used in K-12 and teacher education.

Original languageEnglish (US)
Pages (from-to)129-141
Number of pages13
JournalEducational Researcher
Volume42
Issue number3
DOIs
StatePublished - Apr 2013

Keywords

  • cultural analysis; economics of education
  • equity
  • instructional practices
  • social class

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