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Equity in Education: How Classroom Practices Can Promote Social Justice
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Abstract
This paper investigates how classroom practices can actively promote equity and social justice in education by focusing on three core strategies: inclusive teaching, differentiated instruction, and fostering teacher-student relationships. Using a case study approach, the research examines classrooms in underfunded urban schools where these practices have been implemented. Social justice theory serves as the foundation for this analysis, emphasizing how classroom practices directly address disparities in academic outcomes among students from different socioeconomic backgrounds. Findings show that inclusive teaching practices—such as using diverse curricular materials—encourage greater participation from marginalized students. Differentiated instruction tailored to individual learning needs reduces performance gaps, while teacher expectations significantly impact student motivation and success. Prior studies are reviewed to contextualize these findings, highlighting a gap in the literature concerning real-world application of these strategies in disadvantaged communities. This research uniquely contributes by providing a concrete analysis of how these practices are applied in practice, offering practical insights for educators and policymakers aiming to reduce inequality in education.
Keywords
educational equity, social justice, inclusive teaching, differentiated instruction, teacher expectations, classroom practices
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Cite this article
Meng,X. (2024). Equity in Education: How Classroom Practices Can Promote Social Justice. Journal of Education and Educational Policy Studies,2,12-17.
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