The Paradox of Teaching for Social Justice: Interest Convergence in Early-Career Educators

Abstract

There is a growing emphasis on social justice pedagogy as a predominantly White teacher labor force infiltrates classrooms in urban schools. Using critical race theory (CRT)—and the construct of interest convergence—this study examines how White teachers working in an urban school apply and enact teaching for social justice during their first year in the classroom as teachers of record. Findings suggest that the behaviors of new teachers misalign with true intentions of teaching for social justice and instead assuage teachers’ perceptions of teaching for social justice to benefit personal and professional interests.