Chapter 1 Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching

In a 1996 American Educational Research Journal (AERJ) article, Deborah Ball and Suzanne Wilson (Ball & Wilson, 1996) made an argument for “integrity in teaching,” in which they framed integrity as the commitment to “fusing” the moral aspects of teaching with the intellectual. The central question they explored was how to deal with conflicts between the intellectual work of teaching content concepts and the moral work of teaching those content concepts to human beings, that is, to people with varying perspectives on the value of the content, varying skill sets and ways of knowing that they brought to their learning, and rich and full lives that might or might not intersect with the content under study. Ball and Wilson argued that these tensions produced constant dilemmas for teachers who must negotiate a desire to meet content learning objectives with their respect for students’ backgrounds and beliefs, which sometimes contradict or dismiss targeted content. Ten years later, I would like to draw from and spin that argument by suggesting that a corollary of Ball and Wilson’s teaching with integrity is the concept of teaching with and for social justice. Teaching in socially just ways and in ways that produce social justice requires the recognition that learners need access to the knowledge deemed valuable by the content domains, even as the knowledge they bring to their learning must not only be recognized but valued. In this review, I revisit that notion of teaching as the fusion of the intellectual and the moral and ask a slightly different question: What does current research tell us about attempts to fuse the moral and intellectual in a way that produces socially just subject-matter instruction at the secondary and postsecondary levels? Furthermore, what would it look like to fuse the moral and intellectual to produce a subject-matter instruction that is not only socially just but also produces social justice?

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