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

Impact Factor:2.779 | Ranking:6/219 in Education & Educational ResearchSource:2012 Journal Citation Reports® (Thomson Reuters, 2013)
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.

Received September 27, 2011. Revision received April 24, 2012. Revision received July 27, 2012. Revision received September 7, 2012. Accepted February 10, 2013.

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