Justice-oriented teaching must address how classroom-based disciplinary learning is shaped by interactions among local practice and systems of privilege and oppression. Our work advances current scholarship on high-leverage practices [HLPs] by emphasizing the need for teaching practices that restructure power relations in classrooms and their intersections with historicized injustice in local practice as a part of disciplinary learning. Drawing upon a critical justice stance, and long-term collaborative work with middle school teachers and youth, we report on empirically driven insights into patterns-in-practice in teaching which yield insight into both what justice-oriented high-leverage practices may be, and the cross-cutting ideals which undergird them. We discuss the patterns-in-practice and their implications for teaching and learning across subject areas: HLPs that work toward equitable and consequential ends need to be understood in terms of the practice itself and its individual and collective impact on classroom life.

中文翻译：

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以正义为导向的方式重新思考高杠杆实践

以正义为导向的教学必须解决基于课堂的学科学习如何通过地方实践与特权和压迫制度之间的相互作用来塑造。我们的工作通过强调教学实践的必要性来推进当前关于高杠杆实践 [HLP] 的学术研究，这些实践将重构课堂中的权力关系及其与地方实践中历史性不公正的交集作为学科学习的一部分。凭借批判性的正义立场，以及与中学教师和青年的长期合作，我们报告了对教学实践模式的经验驱动的见解，这些见解可以深入了解以正义为导向的高杠杆实践可能是什么，以及支撑他们的跨领域理想。