Search results for: Social justice
Page 9/10 92 items
Student engagement has been identified as an important precursor to student learning. Engagement, especially in the middle years, is now at the centre of mainstream education discussion and debate. Three contesting epistemological constructions of student engagement are identified.
Updated: Jan. 26, 2009
Ukrainian internal conflict was the topic of this article. Researchers examined students' psychological process, and gender differences reflected the enhanced difference in teachers' education. Students and teachers must recognize the effects of socialization on their analysis and response to an extreme social situation.
Updated: Jun. 24, 2008
The study explores the term 'inquiry' to promote social justice in practical and theoretical knowledge for preservice teachers. It led the teachers to reflect on ideals of social justice with regard to teaching diverse learners. The inquiry process may assist teacher education programs that address ways of observing, questioning, and inventing may well be a valuable strategy in the development of social justice educators.
Updated: Jun. 18, 2008
Listening to teachers-listening to students: substantive conversations about resistance, empowerment and engagement
The article explores research regarding pedagogies of engagement that challenge traditional assumptions and understanding. Examinations of student engagements are identified through contesting and resisting voices of teachers and students. The author suggests empowerment and resistant pedagogy as tools for the attainment of social justice and academic achievement.
Updated: Mar. 06, 2008
The desirable aspect of anger in education is discussed in this article. The author focuses on the argument that emotions, particularly anger in the political sense, are central to the exercise of power relations in the classroom. The author describes conditions that generate angry feelings and the transformative possibilities the feelings create.
Updated: Feb. 26, 2008
This paper reports a self-study of three faculty of colour engaged in teaching a special summer session geared to recruiting people of colour to teaching. Given our past experiences in institutions of higher education, we recognised the unique situation and potential of faculty of colour teaching a class made up almost exclusively of students of colour. We analysed our own reflective writings constructed while teaching the course. Using an emergent grounded research approach to data analysis, we identified common themes, and reconciled ambiguous information until a synthesis was achieved.
Updated: Jan. 27, 2008
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