Rebecca Novalis-Edwards is a social studies teacher at California Online Public Schools.
Rebecca has been an educator specializing in social justice for over 15 years. Currently, she teaches at California Online Public Schools, where she is piloting the first ethnic studies course and serves as PLC lead for the U.S. History department. Her work includes curriculum development, democratic education pedagogy, and teacher support. Previously, she taught in The Center for Social Justice at Montclair High School, where she developed various social justice-focused courses, and was an adjunct professor at Kean University. Rebecca has also consulted on social justice education initiatives and led professional development workshops on culturally relevant pedagogy and activism.
In 2020, as backlash against racial and social justice education grew, she felt compelled to take action beyond her classroom. With years of experience teaching democratic and justice-focused curricula, she wanted to strengthen her leadership and advocacy to support educators and resist efforts to silence critical conversations. LMU’s Ed.D. Program aligned with her values and offered the tools to deepen her impact through research, curriculum development, and systemic change in education. Enrolling allowed her to channel her frustration into purposeful action and leadership for equity in schools, and she hopes to be able to share this with future educators.
Rebecca’s dissertation, Repairing Misconceptions of Racial Justice Education: A Journey into Students’ Experiences in a High School Social Justice Program, explored high school students’ experiences with racial justice education as well as their perceived influence of that education on their lives after high school, challenging misconceptions and political backlash. Results showcased how students’ engagement with racial and social justice content shaped their understanding of identity, race, and civic responsibility. Her findings demonstrated the significance of meaningful, engaging, and democratic education that fostered critical thinking and the development of critical consciousness. This research supports educators in effectively teaching for equity and affirms the transformative impact of justice-centered curricula on students' personal growth and civic engagement.
The Ed.D. Program has deepened Rebecca’s commitment to equity in education by giving her the confidence and tools to push back against educational inequities, foster critical consciousness in students, and contribute meaningfully to systemic change. It has empowered her to pilot the first ethnic studies course at California Online Public Schools and support teachers in implementing justice-centered curricula. The program has also transformed how she engages with students, colleagues, and communities—amplifying her impact as an educator committed to social justice. Personally, it has deepened her own critical consciousness development and helped her to learn and listen to perspectives and values.
Rebecca is eager to pursue a career teaching social studies methods courses at the university level to continue advancing her commitment to social justice education. By educating future educators, she can extend her impact, helping them develop the skills to teach critical thinking and foster critical consciousness in their own classrooms. This opportunity will allow her to further her mission of advocating for racial and social justice education, promoting democratic values, and equipping the next generation of teachers with the tools they need to create inclusive, engaging learning environments.