The Equity Studies Classroom: Utilizing Teacher Identity In Pedagogy

The introduction of Equity Studies into the Ontario secondary school curriculum was the result of the activism of the Miss G Project, based on the belief that education can combat oppression reflected in curriculum and classroom spaces. Although the activists expected that the teachers teaching Equity Studies would be critical and self-reflective, the pedagogical approaches and experiences vary among teachers. This study explored the experiences of three Ontario secondary school teachers in Equity Studies classrooms through in-depth semi-structured interviews. The findings support that some teachers are engaging in critical reflection of themselves and their practice through their understanding of their social identities and those of their students, how they position themselves in the classroom and the pedagogical and instructional approaches to the content. An analysis of the findings suggest that the courses are perceived by the teachers to be an integral part of Ontario secondary education and reportedly provide an empowering space for both students and teachers to connect their personal lives to their educational experiences