Universal design for learning as a framework for social justice
Abstract
The diversity of the student population in K-12 settings has steadily increased over the past few decades. While students who are of a racial/ethnic minority background have increased (Villegas & Lucas, 2007), teachers are increasingly young, female, and white (Goldenberg, 2008; NCES, 2013). In acknowledging these demographic discrepancies between teachers and students, many studies and reports have put forward an array of frameworks that teachers can employ in their practice to address diversity. Among these frameworks are Teaching for Social Justice (TSJ) and Universal Design for Learning (UDL). This dissertation seeks to examine the potential relationship among the two frameworks as viewed by undergraduate teacher candidates as they develop their dispositions for teaching diverse learners through a 17-week course attached to a one-day-per-week pre-practicum experience. This multi-case study examined how the beliefs of 19 participants regarding TSJ and UDL changed over the course of a 6-month study within the context of a course. This study investigated how these participants connected UDL and social justice as a cohesive framework for addressing diversity in the classroom. Using daily and weekly journals, online discussion forums, and pre- and post- surveys, this study analyzed all 19 participants to identify four representative cases. Findings from this study reveal that most participants were impacted by the course to the extent that they were able to identify the importance of aspects of social justice in the practice of an educator. Fewer participants were able to identify the role of UDL in the classroom. Only one participant viewed social justice and UDL as a cohesive framework for impacting classroom practice. Analysis of the representative case studies suggests that participants at this level of development may need more time to engage in complicated abstract concepts. They may also need course-attached field placements in classrooms that align with the mission and vision of the preparation program, consistency in messaging through the duration of a preparation program, and differentiated supports based on their background experiences.