Education, Citizenship and Social Justice最新文献_第2页

Teacher and student interpretations of global citizenship education in international schools 教师和学生对国际学校全球公民教育的解读

Education, Citizenship and Social Justice Pub Date : 2023-12-11 DOI: 10.1177/17461979231211489

Caroline Ferguson, Peter Brett

引用次数: 0

Micropolitical strategies in student-teacher partnerships: Students’ and teachers’ perspectives on student voice experiences 师生伙伴关系中的微观政治策略：学生和教师对学生声音体验的看法

Education, Citizenship and Social Justice Pub Date : 2023-11-24 DOI: 10.1177/17461979231206915

Jetske Strijbos, Nadine Engels

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引用次数: 0

Care and justice: How elementary teachers adapt experiences for social issues 关爱与正义：小学教师如何针对社会问题调整经验

Education, Citizenship and Social Justice Pub Date : 2023-11-24 DOI: 10.1177/17461979231206917

O. M. Odebiyi

{"title":"Care and justice: How elementary teachers adapt experiences for social issues","authors":"O. M. Odebiyi","doi":"10.1177/17461979231206917","DOIUrl":"https://doi.org/10.1177/17461979231206917","url":null,"abstract":"This study explored how elementary teachers identified and adapted their personal experiences, or lack of them, to address social issues that students face in classrooms. The study involved six elementary school teachers. Using ethics of care and justice theories, the findings show that teachers use their own experiences to help them make decisions about social issues for students and to engage in practices that center care and justice for young learners. However, not all teachers react the same way to these issues. Some are resistant to addressing social issues facing young learners in their classrooms, while others are more open to taking responsibility for addressing such issues. If a teacher has not experienced social issues themselves or has not learned about social issues from others, it is harder to understand teachers’ intention to extend practices focusing on care and justice to their students. Representing these dimensions are themes (1) resonance and in/experience of the margin, (2) evoking interest group pedagogy, and (3) fostering empathy as a curriculum of care. Implications are discussed in light of deploying in/experience and pedagogy centered on social justice, care, and needs in elementary education.","PeriodicalId":503967,"journal":{"name":"Education, Citizenship and Social Justice","volume":"11 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240035","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

The role of emotions in critical thinking about European politics: Confronting anti-immigration rhetoric in the classroom 情感在欧洲政治批判性思维中的作用：面对课堂上的反移民言论

Education, Citizenship and Social Justice Pub Date : 2023-11-24 DOI: 10.1177/17461979231208163

Filipe Piedade, Carla Malafaia, Tiago Neves, Manuel Loff, Isabel Menezes

引用次数: 0

‘Your School Needs You to Buy a Poppy’: Dominance and fragility in school remembrance practices 你的学校需要你买罂粟花"：学校纪念活动中的支配力与脆弱性

Education, Citizenship and Social Justice Pub Date : 2023-11-24 DOI: 10.1177/17461979231210997

Anna Liddle

引用次数: 0

Girl power? Ethics of joy and becoming Chilean feminist high school students in relation to ideal citizenship normativities 女孩的力量？与理想公民规范性相关的智利女权运动高中生的快乐与成才伦理

Education, Citizenship and Social Justice Pub Date : 2023-11-24 DOI: 10.1177/17461979231211488

Valentina Errázuriz

{"title":"Girl power? Ethics of joy and becoming Chilean feminist high school students in relation to ideal citizenship normativities","authors":"Valentina Errázuriz","doi":"10.1177/17461979231211488","DOIUrl":"https://doi.org/10.1177/17461979231211488","url":null,"abstract":"This article traces the narratives and experiences of feminist high school students during the Chilean feminist movement of 2018 and explores their relations with normative political and gender subjectivization processes happening at their schools. The data for this article was produced through a critical ethnographic study in a Chilean all-female public high school, which included participant observation, testimonial interviews, arts-based collective testimonial workshops, and analyzed through affect theory. This article shows how this school reproduced binary norms under traditionally feminine parameters and at the same time neoliberal ones that demanded that students be successful and resilient women who individually managed to become productive members of society in the future. The student participants in this study were critical of how their school and their teachers tried to produce them as these types of gendered citizens. They managed to become feminist students in relation to these norms and at the same time create discourses, actions, and materialities that produced more just spaces for them in the present. This article suggests that reading the relations between the feminist students’ becomings and new gendered citizenship normativity deployed at school through a relational and affirmative ethics lens identifies relevant and often unseen aspects in research about structural oppression and resistance.","PeriodicalId":503967,"journal":{"name":"Education, Citizenship and Social Justice","volume":"12 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240103","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

Everyday experiences of Islamophobia in university spaces: A qualitative study in the United Kingdom 大学里仇视伊斯兰教的日常经历：英国定性研究

Education, Citizenship and Social Justice Pub Date : 2023-11-24 DOI: 10.1177/17461979231210996

Chris Allen

引用次数: 0