Abstract
In this article, Dover draws from a multistate, qualitative study of 24 justice-oriented secondary English language arts teachers to illustrate how justice-oriented curriculum can be used to address the emphases of the Common Core State Standards for English Language Arts and Literacy. In addition to referencing a comprehensive array of social justice topics (e.g., literary, historical, and contemporary examples of racism, sexism, religious oppression, classism, and social action), participants' curriculum addressed all of the College and Career Readiness Anchor Standards for reading, writing, speaking and listening, and language. The findings underscore the potential of justice-oriented teaching as a strategy for addressing the critical and higher order thinking skills prioritized in the Common Core. This article concludes with implications for literacy teachers and teacher educators.
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