Abstract
In this case study, we explore one social justice-oriented middle school teacher's instruction and the factors that influence her way of teaching. Findings indicate that this teacher's instructional practices represent all tenets of critical composition pedagogy (CCP) and that teacher belief and knowledge in social justice/critical pedagogy; curricular freedom; professional development; years of experience teaching; teacher biography/identity; teacher activism outside of school; and a progressive school culture are supports for CCP. However, curricular freedom is produced by many contextual factors, including available curricular/pedagogical resources, trust between teachers and administration, and the absence of pressure to increase test scores.
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