Rethinking High-Leverage Practices in Justice-Oriented Ways

Justice-oriented teaching must address how classroom-based disciplinary learning is shaped by interactions among local practice and systems of privilege and oppression. Our work advances current scholarship on high-leverage practices [HLPs] by emphasizing the need for teaching practices that restructure power relations in classrooms and their intersections with historicized injustice in local practice as a part of disciplinary learning. Drawing upon a critical justice stance, and long-term collaborative work with middle school teachers and youth, we report on empirically driven insights into patterns-in-practice in teaching which yield insight into both what justice-oriented high-leverage practices may be, and the cross-cutting ideals which undergird them. We discuss the patterns-in-practice and their implications for teaching and learning across subject areas: HLPs that work toward equitable and consequential ends need to be understood in terms of the practice itself and its individual and collective impact on classroom life.

以正义为导向的教学必须关注基于课堂的学科学习是如何受到地方实践以及特权与压迫体系之间相互作用的影响。我们的研究推进了当前关于高影响力实践（HLPs）的学术探讨，强调教学实践需要重构课堂中的权力关系，以及这些关系与地方实践中历史性不公正现象的交叉点，将其作为学科学习的一部分。基于批判性的正义立场，以及与中学教师和青少年的长期合作，我们报告了从实证角度对教学实践模式的深刻见解，这些见解既揭示了以正义为导向的高影响力实践可能是什么样的，也阐明了支撑这些实践的共通理念。我们讨论了这些实践模式及其对各学科教学的影响：旨在实现公平且有实际成效的高影响力实践，需要从实践本身及其对课堂生活的个体和集体影响的角度来理解。