Search results for: Social justice
Page 4/9 86 items
The goal of this article is to show how social justice education (SJE) , can be coherently espoused in the Canadian education system without turning into “brainwashing.” Social justice education (SJE) is a ubiquitous component of contemporary education theory and practice. Recently, SJE has come under fire for being politically biased and even “brainwashing” children in the public education system. To defend SJE against its detractors, therefore, it is necessary to develop a philosophical argument situating SJE within a conception of democratic liberalism. This article provides such an argument by reviewing competing conceptions of liberalism, analyzing the political culture in Canada, and applying an interpretation of comprehensive liberalism to specific educational initiatives.
Updated: Oct. 26, 2014
A Bourdieuian Analysis of Teachers’ Changing Dispositions towards Social Justice: The Limitations of Practicum Placements in Pre-service Teacher Education
The current paper illustrates and theorises change in two Australian teachers’ dispositions towards social justice over time from a Bourdieuian perspective. The interviews with the two participants over a two-year period provide evidence of change in their dispositions towards social justice. By the end of their first year of teaching, there is evidence that both experienced change in their dispositions towards social justice. There is clear movement towards social democratic or difference models of redistributive justice. Within this movement is a growing recognition of the appropriateness of the )re)distribution of different social goods for different people rather than a quest for sameness. This dispositional change took place at the same time as the two participants were developing competence as beginning teachers.
Updated: Oct. 19, 2014
This study considered the question of how students of color participating in Social Action Program (SAP) perceived their experiences in the program as compared with their White classmates. This study paid special attention to racial differences in how participants perceived the climate of this program. The findings revealed that the students of color participating in SAP described a weaker sense of community in the SAP classroom than did their White classmates and were often silent during the very discussions in which diverse perspectives would catalyze student learning and growth. In addition, many students of color expressed a reluctance to engage in race discussions with their classmates or to respond to perspectives they perceived as naïve, inaccurate, or offensive.
Updated: Sep. 03, 2014
In this article, the author has identified five essential ideas that could serve as underpinnings to support the preparation of early childhood educators: 1. Inquiry and reflection into practice are critical for continued teacher learning and development; 2. Learning and development are cultural and constructivist processes; 3. The teacher’s image of the child should be as a strong and capable participant in the culture; 4. The education of young children is a community privilege and responsibility; and 5. The purpose of early care and education is to enhance and support each child’s daily life experience and learning in the here and now, as well as preparing each child for future success. The author presents a conceptual framework for teacher education that incorporates these underlying ideas. She describes the way in which it is interpreted in the early childhood teacher preparation program at Mills College by a core set of principles.
Updated: Aug. 26, 2014
This study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system.
Updated: Aug. 24, 2014
In this article, the authors articulate a theory of a critical body pedagogy that can contribute to a larger justice-oriented project. The authors drew on class readings, writings, activities, class discussions, and reflective notes to explore what this critical pedagogy of the body afforded for their preservice education students—and them. The authors argue that the prevalence of body-related discourses in the students’ work, points to the necessity of a critical body pedagogy within justice-oriented teacher education. Therefore, they conclude that some teacher education programs, future and present teachers are taught to be reflexive in their understandings of race, social class, gender, religion, language, ethnicity, and sometimes sexuality as a way for them to become critically conscious of the power and discourses circulating such positionalities.
Updated: Apr. 22, 2014
This self-study describes the author's experiences as a Korean doctoral student supervising six teacher candidates over one year. The author used self-study approach to examine and improve her own understandings of supervision. The data suggest that the program and the author together were able to influence the attitudes and teaching practices of at least four out of the six participants in this study. Furthermore, the author came to better understand how her recovered identity as a Korean helped her build strong relationships with the participants. Finally, through this study the author learned how power relationships can influence knowledge construction.
Updated: Dec. 02, 2013
Losing Our Way? Challenging the Direction of Teacher Education in Australia by Reframing It Around the Socially Just School
In this discursive and wide-ranging article, the author wants to: (1) to interrogate the conditions that led to, and continue to wreak havoc as a result of, the Global Financial Crisis (GFC), and that underpin current policy approaches to teacher education in Australia and other western countries; and (2) to move in the direction of puncturing the status quo by proffering an alternative orientation to teacher education deriving from some of his own research that is informed by what he is calling the Socially Just School.
Updated: Oct. 23, 2013
In this article, the author argues for a broader understanding of globalization and its effects and point to some implications that this has for teachers and teacher educators. The author concludes with nine tasks in which critical analysis in education and teacher education must engage.
Updated: Mar. 18, 2013
In this article, the author describes his experiences as a suburban high school humanities teacher struggling to engage students with issues of social justice. The author is influenced by Freiré (1974/1998), who encourages socially conscious educators to place issues of social injustice at the center of pedagogy. However, the author works as an educator in a school primarily serving affluent white students. He finds that his students resist this multiculturally based social justice approach to humanities education. In this article, the author has described how he changed his selection of texts in response to student needs.
Updated: Oct. 16, 2012