Delane Bender-Slack takes on the important subject of teaching for social justice. Her article's strength is in its uncompromising look at complex, often misinterpreted teaching challenges. This article focuses on actual teachers working for social justice in their classrooms. Working from a strong theoretical framework, she pushes us in new…

Examines the curricular change process, presenting results of an ethnographic study of an elementary school moving from a teacher-directed curriculum toward a textbook-based, standardized curriculum. Focuses on students' (negative) reactions to changes. Educators must question any curriculum that limits teachers' opportunities to make coursework…

Aware of the invasive aspects of emancipatory research methods, the author constructed a classroom experience to expose her own use of power when conducting such projects. Her student participants had varied responses to a power definition/perception experiment: trapped, captured, and willing. (27 references) (MLH)