This presentation introduces a holistic classroom framework designed to support K–12 educators in teaching toward justice, joy, and liberation. Grounded in culturally responsive pedagogy, humanizing practices, and liberatory design principles, the framework synthesizes four core dimensions of social justice teaching—what we teach, how we teach, who we teach, and why we teach—into a coherent, actionable model. The session begins by reframing social justice education away from a solely content-based approach and toward a holistic orientation that integrates curriculum, instructional practice, relational ways of being, and teacher purpose. Participants will explore how justice-centered, identity-affirming curriculum expands student voice; how equitable instructional practices provide universal access while maintaining high expectations; and how asset-based relationships and shared power nurture belonging and agency, particularly for students historically marginalized by schooling. The fourth dimension, why we teach, centers liberation, interconnection, and joy—not as extras or enrichment, but as foundational to the work of teaching. Drawing from classroom experience and years of designing youth empowerment curriculum and facilitating professional development, this session engages participants in reflection, storytelling, and collaborative meaning-making. Educators will identify strengths within current practice, examine entry points for growth, and connect with fellow practitioners committed to reimagining what is possible for young people and for the profession. By emphasizing joy as both a pedagogical stance and a form of resistance, this framework invites teachers to create classroom spaces where students grow intellectually, feel seen and valued, and understand themselves as belonging to a community capable of shaping a more just and compassionate world.

Authors:
Kelly Quayle, Santa Clara Unified School District, United States

About the Presenter(s)
Kelly Quayle is a Teacher on Special Assignment in Santa Clara, CA. developing a holistic Social Justice Teaching Framework—integrating curriculum, equitable practice, relationships, and purpose to support teaching toward joy and l

See this presentation on the full schedule – Saturday Schedule

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