Search results for: Social justice
Page 5/9 86 items
This article describes a project which was designed to examine how teacher preparation programs address LGBTQ-related course content, attitudes toward gender identity and sexual orientation, and their ability to teach about LGBTQ lives and communities. The authors conducted an electronic assessment of all 57 Illinois teacher education programs. The authors found that their report generated a dialogue on campuses among faculty, among teacher education and other departments within the university, and among students, faculty, and administration.
Updated: Oct. 15, 2012
Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children’s literature. The analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions.
Updated: Sep. 27, 2012
Broadening Views of Social Justice and Teacher Leadership: Addressing LGB Issues in Teacher Education
This case study explores the immediate impact of LGB-themed instruction by examining graduate education students’ written reflections following a guest lecture on LGB-related educational issues. The participants in this study were the instructor who was a heterosexual woman, two guest speakers who were two gay men, and 18 credentialed, master’s degree education students. The results of the current study indicate that teachers are more likely to establish and implement inclusive policies and practices in their classrooms in response to LGB-themed instruction.
Updated: Jul. 09, 2012
Convening a Network within the European Conference on Educational Research: A History of the Social Justice and Intercultural Education Network
The current article highlights the challenges facing convenors of one network, who wish to include researchers from diverse backgrounds, while at the same time enhancing the academic quality of the papers presented at the European Conference on Educational Research (ECER). This paper presents a brief history of 15 years of networking with a view to discussing some of the main issues which have emerged over the years.
Updated: Mar. 14, 2012
In this article, the author argues that a socially just and effective citizenship education means including and understanding the historical and political contexts of Indigenous Americans. The author also maintains that schools and teachers have the responsibility for students' exposure to and understanding of the complexity of the United States', politically based past and present relationship with and responsibility to tribal nations and their citizens is exposed.
Updated: Jan. 25, 2012
This article describes the process that five graduate students interviewed 11 community members about their memories of racial desegregation in southern Illinois. The researchers used these stories to develop instructional materials and a supplementary website (Beyond a Story Well Told) for a middle school classroom. The article concludes that the researchers' use of oral histories about segregation in Carbondale gives students the unique opportunity to witness how a national event was and is relevant to their own community.
Updated: Jan. 23, 2012
This study explores how new teachers who teach from a social justice perspective navigate the challenges of their first year in teaching. The participants were all members of a social justice critical inquiry project (CIP) group that met at the university from which they graduated. It was found that the teachers developed four strategies for teaching for social justice.
Updated: Oct. 24, 2011
This paper considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable.
Updated: Oct. 24, 2011
This essay investigates a series of workshops that combined children’s literature and drama to help pre‐service teachers understand the parts they play in inequality, oppression, and racism. Furthermore, the authors also help pre‐service teachers to recognize their role in larger societal constructs.
Updated: Jul. 26, 2011
The current paper explores learning experiences utilized in an adolescent literacy course to facilitate preservice teachers' development of knowledge and dispositions to teach critical literacy for social justice. This analysis has identified the importance of engaging preservice teachers in studying social justice issues. The author concludes with implications for teacher educators.
Updated: Jul. 26, 2011