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Research Anthology on Instilling Social Justice in the Classroom最新文献

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Perpetuating Social Injustice Through Neglecting the Voices of the Non-Unionized Teachers 忽视非工会教师的声音使社会不公永久化
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9108-5.CH015
S. Khumalo
{"title":"Perpetuating Social Injustice Through Neglecting the Voices of the Non-Unionized Teachers","authors":"S. Khumalo","doi":"10.4018/978-1-5225-9108-5.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-9108-5.CH015","url":null,"abstract":"The democratic dispensation elevated teacher trade unionism to unparalleled and unprecedented levels in the South African education system. The education laws of South Africa recognize teacher unions which meet the South African labor-related requirements. The three powerful teacher unions that recognize and represent thousands of teachers are the South African Democratic Teachers Union (SADTU), the National Professional Teachers' Organisation of South Africa (NAPTOSA), and the Suid Afrikaanse Onderwysersunie (SAOU). These recognized teacher unions represent their members in decision making processes and not teachers who are non-union members. This chapter is based on an in-depth evaluation of extant literature, and further, it is interpretive in approach and employs social justice as the theoretical and conceptual framework.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131749668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Culturally and Linguistically Responsive Practice 文化和语言响应实践
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-9348-5.CH014
A. Hersi
{"title":"Culturally and Linguistically Responsive Practice","authors":"A. Hersi","doi":"10.4018/978-1-5225-9348-5.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-9348-5.CH014","url":null,"abstract":"This chapter highlights culturally and linguistically responsive (CLR) teaching as a transformative pedagogical model for supporting English learners' access to equitable education. It presents the principles and theories of CLR practice, critical pedagogy, and curriculum, along with their implications for learning. Recommendations for CLR curriculum, instruction, and assessment are provided as well.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127753653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Thinking Globally About Social Justice 从全球角度思考社会正义
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-6252-8.CH013
Tiffany Viggiano
{"title":"Thinking Globally About Social Justice","authors":"Tiffany Viggiano","doi":"10.4018/978-1-5225-6252-8.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH013","url":null,"abstract":"Scholars have identified community colleges as ideal institutions to facilitate global justice through their involvement in internationalization activities such as study abroad. This chapter explores the meaning of humanism as it relates to study abroad at the community college. Using Andreotti, Stein, Pashby, and Nicolson's Paradigms of Discourse, the chapter describes the ways in which humanism can be defined in a variety of ways based on one's own goals. The chapter also grounds a rationale for study abroad at the community college within critical humanism by applying Young's Social Connections Model. Finally, the chapter applies the critical humanist rationale to begin to question the relationship between community college study abroad initiatives: Who is included in the community mission? Whose cultures come to be understood from involvement in study abroad? How are U. S. cultures represented by study abroad?","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130384658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
A Decolonizing Study Abroad Program in Mexico for Pre-Service Teachers 墨西哥职前教师非殖民化海外学习计划
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch061
G. Kasun
{"title":"A Decolonizing Study Abroad Program in Mexico for Pre-Service Teachers","authors":"G. Kasun","doi":"10.4018/978-1-7998-7706-6.ch061","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch061","url":null,"abstract":"Due to the well-documented cultural mismatch between predominantly white teachers and the majority of non-white youth entering U.S. schools, teacher educators have sought multiple avenues to address this problem. This chapter explores one university study abroad program for pre-service teachers of English learners and its efforts to decolonize education by indigenizing the curriculum. The chapter explores the major program set-up, from curricular issues to building relationships with partners in Mexico. The chapter provides multiple insights into the partnership between the Mexico-based language institute, with its focus on social justice, and the doors it opened toward partnership with one indigenous school that embraced the Four Agreements. The pre-service teacher participants were dramatically impacted by that experience in ways that the author argues are enduring and decolonizing.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116586865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“I See Myself in Them” “我在他们身上看到了我自己”
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch080
Liliana E. Castrellón, Judith C. Pérez-Torres
{"title":"“I See Myself in Them”","authors":"Liliana E. Castrellón, Judith C. Pérez-Torres","doi":"10.4018/978-1-7998-7706-6.ch080","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch080","url":null,"abstract":"This chapter explores a first-year ethnic studies course to highlight the importance of engaging the diversity within the classroom in relation to the diverse communities being served. Students participating in this course are self-identified Students of Color, many of whom are first generation college students, from lower socioeconomic communities. Introducing a Critical Race Service-Learning framework, the authors highlight how Students of Color in this course learn about race, class, gender, language, citizenship status, phenotype, sexuality, etc. to challenge the status quo while also actively engaging in service-learning with/in diverse communities as an empowering pedagogy. Findings indicate the foundational tools learned within the course pushed students to speak back to the educational inequities they witnessed at their service sites and experienced in K-12 to further empower them to continue giving back to their communities beyond college.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129664615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Addressing Critical Multiculturalism in Online Education Using a Poly-Framework Approach 使用多框架方法解决在线教育中的关键多元文化主义
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-3120-3.CH013
Srikanta Banerjee, J. Firtell
{"title":"Addressing Critical Multiculturalism in Online Education Using a Poly-Framework Approach","authors":"Srikanta Banerjee, J. Firtell","doi":"10.4018/978-1-5225-3120-3.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-3120-3.CH013","url":null,"abstract":"Given the increasing number of available e-learning platforms, individuals are now able to pursue degrees and courses through an online modality. As a result, education has proliferated to include individuals from varying cultural groups, age distributions, and occupational qualifications. With the inclusion of a wide variety of groups, multicultural considerations are critical. However, from a multiculturalist and poststructaralist perspective, conventional models of multiculturalism are considered essentialist and often fastened by tradition rather than dynamic and continuously evolving practices. In this paper, the authors will apply multiculturalism to online education; present a critical perspective; and finally demonstrate a novel, dynamic and adaptable model that uses a poststructuralist viewpoint in order to meet the multicultural needs of the online student of today and possibly tomorrow. This model is derived from the key strengths of the Social Ecological Model, Hofstede's cultural dimensions theory, and Kolb's learning styles.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122656303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Culturally Responsive Practices in Educational Environments 教育环境中的文化响应实践
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5748-7.CH004
Syntia Santos Dietz, Christy M. Rhodes
{"title":"Culturally Responsive Practices in Educational Environments","authors":"Syntia Santos Dietz, Christy M. Rhodes","doi":"10.4018/978-1-5225-5748-7.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-5748-7.CH004","url":null,"abstract":"The current political climate, changes in demographics, and a globalized world call for culturally responsive practices that strengthen the education and development of the future generation of global citizens. The chapter will unfold the meaning of cultural responsive practices in education through the lens of the relational cultural theory (RCT). The discussion will center on the importance of having critical conversations, promoting relationship building, developing cultural competence, and taking social justice and advocacy actions in all educational environments. At the end of this chapter, readers will 1) have a better understanding of cultural responsive practices in education, 2) identify strategies that support meaningful learning environments, 3) reflect on their own cultural competence development, 4) recognize their responsibility in promoting social justice, and 5) identify their opportunities for taking advocacy actions towards more caring and equitable educational environments.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125323440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Imagination, Action, and Justice 想象、行动和正义
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch005
Tim Huffman
{"title":"Imagination, Action, and Justice","authors":"Tim Huffman","doi":"10.4018/978-1-7998-7706-6.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch005","url":null,"abstract":"Social justice connects to trends in organizational communication scholarship. Some organizational communication traditions engage, explicitly and implicitly, social justice concepts, such as fairness, equity, freedom, structure, and poverty. Drawing on these rich traditions, even more opportunities exist for conducting organizational communication scholarship that promotes justice. This essay articulates how the theory–practice conversation can be forwarded to enable social justice-oriented scholarship. Communication scholarship can do more justice if it is understood as contributing to the “communicative imaginary” as opposed to only developing theory. The communicative imaginary is the splendid array of social possibilities that humans use to create and recreate ways of living together and sharing in one another's lives. Heroism, tragedy, comedy, and beauty are four frames within the communicative imaginary that enable the pursuit of justice. The essay concludes with a reflection on how solidarity can configure scholars' lives in meaningful and just ways.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"14 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133086801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Framing and Exposing Community Issues through Video Participatory Research 通过视频参与研究构建和揭露社区问题
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch044
Sarah A. Mathews, M. Lovett
{"title":"Framing and Exposing Community Issues through Video Participatory Research","authors":"Sarah A. Mathews, M. Lovett","doi":"10.4018/978-1-7998-7706-6.ch044","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch044","url":null,"abstract":"Video participatory research (VPR) is an emergent methodology that bridges visual methods with the epistemology of participatory research. This approach is motivated by the “crisis of representation” or “reflective turn” (Gubrium & Harper, 2013) that promotes research conducted with or by participants, conceptualizing research as praxis (Lather, 1991). In this manuscript, the authors argue that VPR can be used to explore issues directly impacting individuals involved with adult education and vocational training. Primary investigators work with community co-researchers to document issues in the community, analyze this audio-visual material, and produce and distribute video projects, exposing policy makers and key stakeholders to a community's concerns. When implementing the VPR process research teams account for intentionality of form and content, apply a multi-perspective analysis to the complex layers of data produced by video, and plan for distribution of work on the personal and local level as well as in the public sphere (i.e., at the micro and macro level).","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"240 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122529791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Advocacy and Risk 宣传与风险
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch025
Ursula Thomas
{"title":"Advocacy and Risk","authors":"Ursula Thomas","doi":"10.4018/978-1-7998-7706-6.ch025","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch025","url":null,"abstract":"This case is centered on the term advocacy, the act of speaking on behalf of someone else. In this particular case, the author has chosen to highlight how an advocate is chosen based on perceived characteristics. The author has chosen to unpack the term positionality, which is defined as “The creation of the opposites by an arbitrary point of view”. However, it is the author's goal in this unpacking of positionality to surface chards of what a preservice teacher and professor perceive themselves to be to each other in terms of needs and wants.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129263059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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