“They recognize that teaching is inevitably political because it involves decisions that affect both the distribution of power, status, resources, and opportunities as well as whose knowledge is recognized and validated. When teachers facilitate classroom discussions, for example, they must decide which issues to recognize as worthy of class time, or in using a particular textbook, teachers can elect to draw students’ attention to the omission or sidelining of subordinated groups—or not (Kelly & Brooks, 2009, pp. 203).”
“Teaching for social justice necessarily entails classroom discussions of inequities and injustice. A commonly expressed concern is that such a focus will simply make children feel badly or lead to harmful and divisive talk (Kelly & Brooks, 2009, pp. 204).”