Search results for: Social justice
Page 9/9 86 items
Students of Colour as Cultural Consultants: A Self-study of Race and Social Justice Issues in a teacher Education Programme
This paper documents our learning over a 3-year period from students of colour in our M.Ed. certification programme. Students of colour are always a minority (8% to 20%) in our programmes. Despite a variety of efforts, these students continued to complain that we were not meeting their needs or dealing adequately with diversity issues. The students of colour became our cultural consultants as we talked about their perceptions of our teaching and the programme.
Updated: Jan. 27, 2008
From Naive Optimism to Robust Hope: Sustaining a commitment to social justice in schools and teacher education in neoliberal times
The article explores the concept of robust hope and social justice in education policy and in practice. The author suggests that although the ideal of robust hope is supported in teacher education programs, it has not yet reached adoption and cultivation. For that to be achieved, one needs to move beyond naïve optimism, to critique existing social arrangements, and develop strategies to promote real change.
Updated: Jan. 14, 2008
The article discusses a study of teacher education students regarding social differences and social justice, taken from their professional journals during the first semester of third year. The journals described the students' reasons for choosing teaching as a career, and some entries acknowledged the issues of ethnicity, race and gender in their students' world. The purpose of the study was to promote reflection on social differences facilitate a commitment to social justice in the future.
Updated: Jan. 10, 2008
What Teacher Candidates Learned About Diversity, Social Justice, and Themselves From Service-Learning Experiences
The article describes how service learning provides opportunity to understand social justice, multiculturalism, diversity and themselves. Although the teachers were from predominantly white middle-class backgrounds, all shared in the discussions regarding preconceived notions, teaching in diverse situations, and how preconceived notions were overcome.
Updated: Jan. 07, 2008
The article examines the issue of social justice as it relates to teacher candidates' dispositions. The author argues that assessing teacher candidates in terms of their views on social justice is reasonable and can be done in a fair manner. The author also argues that the issue of social justice must underline the all-out war to redefine the goals of public education, the role of teachers, the nature of knowledge, and conceptions of learning, teaching and learning to teach.
Updated: Jan. 02, 2008
This paper engages with some of the specific issues that challenge critical practice. The author's argument is related to the Carr and Kemmis debate on 'staying critical'. It is the author's view that emancipatory action research, committed to the practice of social justice, with the intention of bringing about social change, is a necessary component of critical practice. The author claims that emancipatory action research is the glue that binds critical praxis in a unity of theory and action.
Updated: Dec. 31, 2007