My research examines approaches to teaching for social justice within and despite accountability-driven K-12 and teacher preparatory contexts. In addition to my published work, I also work closely with local parents, schools, and communities to address pressing issues of social justice within and beyond the classroom. I was a co-founder of the Ladera Ranch Social Justice Committee, and am an active member of the American Educational Research Association (AERA), the National Association of Multicultural Education (NAME), and the National Council of Teachers of English (NCTE).
Recent publications (for updates, follow me on Academia.edu):
- Dover, A. G. & Rodriguez-Valls, F. (2018). Learning to "brave up": Collaboration, agency, and authority in multicultural, multilingual, and radically inclusive classrooms. International Journal of Multicultural Education, 20(3).
- Dover, A. G. (2018). Your compliance will not protect you: Agency and accountability in urban teacher preparation. Urban Education.
- Dover, A. G. (2018). So you think you have this down? Queering the conversation in teacher education. In S. Chappell, K. Ketchum, & L. Richardson (Eds.), Gender Diversity and LGBTQ Inclusion and Advocacy in K-12 Schools. Routledge.
- Henning, N., Dover, A. G., Dotson, E. K., & Agarwal-Rangnath, R. (2018). Storying teacher education policy: Critical counternarratives of curricular, pedagogical, and activist responses to state-mandated teacher performance assessments. Education Policy & Analysis Archives, 26(26).
- Henning, N., Dover, A., Dotson, E. K., Agarwal-Rangnath, R., Clayton, C. D., Donovan, M. K., … Dunn, A. (2018). Navigating the contested terrain of teacher education policy and practice:Authors respond to SCALE. Education Policy Analysis Archives, 26(31).
- Dover, A. G. & Schultz, B. (2018). Turning towards students: Adopting a student-centered stance in mandate-centered times. In G. Holl, D. Gollnick & L. Quinn (Eds.), The handbook of teaching and learning (pp. 199-223). Wiley.
- Dotson, E., Dover, A. G., Henning, N & Agarwal-Rangnath, R. (2018). They should see themselves as powerful: Teacher educators, agency, and resisting TPAs. In R. Ahlquist, T. Montaño & P. Gorski (Eds.), Assault on kids and teachers: Countering privatization, deficit ideologies, and standardization in U.S. schools (pp. 219-236). New York, NY: Peter Lang.
- Dover, A. G. (2017). Approaches to teaching for social justice: Examining secondary English teachers’curricular intentions. SAGE research methods cases. DOI 10.4135/9781473996731.
- Schultz, B. D. & Dover, A. G. (2017). “We do everything with edTPA and what students want” Interrupting and Disrupting Teacher Education in Troubling Times. In J. Carter & H. Lochte (Eds.), Teacher performance assessment and accountability reforms: The impacts of edTPA on teaching and schools (pp. 107-117). Palgrave McMillan.
- Dover, A. G., Henning, N. & Agarwal-Rangnath, R. (2016). Reclaiming agency: Justice oriented social studies teachers respond to changing curricular standards. Teaching and Teacher Education, 59, 457-467.
- Dover, A. G. & Pozdol, T. (2016). Teaching good kids in a m.A.A.d world: Using hip-hop to reflect, reframe, and respond to complex realities. English Journal, 105(4), 43-48.
- Dover, A. G. & Schultz, B. D. (2016). Troubling the edTPA: Illusions of Objectivity & Rigor. The Educational Forum, 80(1), 95-106.
- Dover, A. G. (2016). Teaching for social justice and the Common Core: Justice-oriented curriculum for language arts and literacy. Journal of Adolescent & Adult Literacy, 59(6), 517-527.
- Dover, A. G. (2016). Teaching for social justice AND standards: Lessons in secondary English Language Arts. Richards, J. & Zenkov, K. (Eds.) Social justice, the Common Core, and closing the instructional gap. Information Age Publishing.
- Dover, A. G., Schultz, B. D., Smith, K & Duggan, T. J. (2015, September 14.) Embracing the controversy: edTPA, corporate influence, and the cooptation of teacher education. Teachers College Record.
- Dover, A. G. (2015). “Promoting acceptance” or “preparing warrior scholars”: Variance in teaching for social justice vision and praxis. Equity & Excellence in Education, 48 (3), 361-372.
- Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015, March 30). Who’s preparing our candidates? edTPA, localized knowledge, and the outsourcing of teacher evaluation. Teachers College Record.
- Dover, A. G. (2014). Grassroots methods: Designing justice centered curriculum in a standards based world. In Chicago Grassroots Curriculum Taskforce, Grassroots curriculum toolkit 4.0: A critical urban praxis collection (pp. 128-131). Chicago, IL: Author.
- Dover, A. G. (2013). Getting ‘up to code’: Preparing for and confronting challenges when teaching for social justice in standards-based classrooms. Action in Teacher Education, 35(2), 89-102.
- Dover, A. G. (2013). Teaching for social justice: From conceptual frameworks to classroom practices. Multicultural Perspectives, 15(1), 3-11.
- Dover, A. G. (2009). Teaching for Social Justice and K-12 Student Outcomes: A Conceptual Framework and Research Review. Equity & Excellence in Education. 42(4), 506-524.
- George, A. (2008). Great Expectations for the Future: Bridging Dickens to Dreams. In A. Shostak, Anticipate the School You Want: Futurizing K-12 Education (pp. xxxv-xxxix). Maryland: Rowman & Littlefield.
- Reilly Carlisle, L., B. Jackson, and A. George. (2006). Principles of Social Justice Education: The Social Justice Education in Schools Project. Equity & Excellence in Education. 39 (1), 55-64.