Search results for: Social justice
Page 8/10 92 items
What Is The 'Good' of Bridget Somekh? A Celebration Of And Critical Reflection On A Career As An Action Researcher
This article explores the significance of Bridget Somekh‘s work for methodology, professional practice and for what may be called the 'project' of action research as the development of 'communities of research-practitioners' who in some way seek to 'improve' the quality of their action within their workplace. In many ways her 'project' has been, and still is, the project of embedding action research into professional practice at all levels, from day-to-day interactions in schools and communities to policy-making. The 'good' of Bridget Somekh that emerges from this discussion is precisely the project of getting people's voices heard as they combine in action to make a real difference in their workplaces, communities or at policy level.
Updated: Jun. 23, 2010
This article examined how teacher candidates' thoughts shifted regarding social inequity in a sophomore-level Foundations of Education course located in the mid-Atlantic region of the United States. The authors found that the afore-mentioned experiences successfully supported transformative thinking regarding social justice. By the end of the course, many teacher candidates began to take ownership over their learning and started viewing themselves as responsible change agents.
Updated: May. 25, 2010
This paper focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. An intervention with a cohort of prospective teachers is described to illustrate the connection between emotionality and social justice in the context of mathematics teacher education. The intervention aimed to engage the prospective teachers with some key issues for social justice in mathematics education through dialogue about the emotionality of teaching and learning mathematics.
Updated: Jan. 12, 2010
Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community
Alternative and parallel schooling contexts provide educational experiences for U.S. K–12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as “servant-leader interns” are the teachers in this context. In this article, the author examines the nature of the various ways in which servant-leader interns were supported in their development as teachers both at the national training institute and at their local site.
Updated: Dec. 23, 2009
In this article, the authors propose that guiding teachers to examine the regulative/discursive norms of school mathematics with tools derived from social semiotics can serve two goals. The first one is to deconstruct the “math is math period!” disposition in prospective teachers by promoting their critical understanding of the symbolic domination work they often unknowingly perform. The second goal is to reconstruct a more socio-political disposition by equipping them with tools for decoding the dominant discursive practices of school mathematics.
Updated: Jul. 08, 2009
The authors consider what a concern for social justice in terms of social inclusion might mean for teacher education. The authors refer to both practising and prospective teachers, with particular reference to the use of information and communication technology (ICT) in mathematics education taking place at a borderland school.
Updated: Jul. 08, 2009
Teaching for Social Justice: Exploring the Development of Student Agency through Participation in the Literacy Practices of A Mathematics Classroom
This paper investigates written descriptions provided by students as they participate in a Year 7 mathematics classroom community of practice. Student descriptions are analyzed in terms of student participation in the literacy practices of their mathematics classroom and in terms of the sense of agency that participation in these practices afforded different students. Connections are drawn between the development of student agency in the mathematics classroom and teaching for social justice.
Updated: Jul. 08, 2009
Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. The study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice issues made by student teachers at a mid-sized college in central New York State.
Updated: Apr. 01, 2009
McDonald and Zeichner (2008) argue that multicultural education often pays less attention to societal structures that perpetuate injustice, while social justice teacher education often focuses on these structures. Their commitments to teacher education both celebrate diversity and address structural inequities. Motivated by this concern and drawing on feminist and Buddhist theories, the author argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this paper, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education.
Updated: Mar. 09, 2009
The literature on teacher education shows that historically, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success (McDonald, 2005). Moreover, some authors (e.g. Lortie, 1975) have argued that “the predispositions teacher education students bring to teaching are a much more powerful socializing influence than either pre-service education or later socialization in the workplace” (Johnson, 2002, p. 154). This article investigates research and scholarship in this area.
Updated: Feb. 02, 2009