A growing body of scholarship advocates for social justice education to address the educational inequities facing immigrant students who are English learners (ELs), but there are few examples of how teachers are conceptualizing and engaging in social justice education with immigrant youth, and even fewer examples of how immigrant ELs respond to social justice education. This article takes us inside one teacher’s classroom to see how immigrant ELs responded to a social justice education, which drew on insights from critical multicultural education and critical pedagogy. Through an examination of one high school teacher’s classes we will interrogate the meaning(s) of engaging in social justice education for and with immigrant students who are ELs in the early twenty-first century. © 2015, Springer Science+Business Media New York.

Social justice immigrants English learners

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