Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9108-5.CH022
A. Mukminin, Akhmad Habibi
Although Indonesia has made improvements in the basic education and secondary education, one of the biggest problems is regarding the provision of equitable access and success for disadvantaged children aged between 7-15 years old in obtaining basic education with an acceptable quality in rural, urban, and remote areas. The purpose of this paper is to explore the causes related to disadvantaged children's limited access and success and the social justice educational programs to promote their access and success in the Indonesian basic education. Data gathered from research articles and policy reports are the sources of the chapter. This chapter focuses on the contexts of access and success for disadvantaged children, the constraints on access and success in the Indonesian basic education for disadvantaged children, and how various policies and programs or groups (e.g., programs and policies at national government, local government, school district, and school levels) should address the problems to promote access and success for disadvantaged children in the basic education.
{"title":"Promoting Access and Success for Disadvantaged Students in Indonesian Basic Education","authors":"A. Mukminin, Akhmad Habibi","doi":"10.4018/978-1-5225-9108-5.CH022","DOIUrl":"https://doi.org/10.4018/978-1-5225-9108-5.CH022","url":null,"abstract":"Although Indonesia has made improvements in the basic education and secondary education, one of the biggest problems is regarding the provision of equitable access and success for disadvantaged children aged between 7-15 years old in obtaining basic education with an acceptable quality in rural, urban, and remote areas. The purpose of this paper is to explore the causes related to disadvantaged children's limited access and success and the social justice educational programs to promote their access and success in the Indonesian basic education. Data gathered from research articles and policy reports are the sources of the chapter. This chapter focuses on the contexts of access and success for disadvantaged children, the constraints on access and success in the Indonesian basic education for disadvantaged children, and how various policies and programs or groups (e.g., programs and policies at national government, local government, school district, and school levels) should address the problems to promote access and success for disadvantaged children in the basic education.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"53 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":"121320311","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7706-6.ch062
Theodore R. Burnes
The need for multicultural education to analyze human sexuality education is an area of critical need in research and practice. Many current human sexuality learning experiences contain practices that are shaming to learners, producing values that problematize sexuality. The author of this chapter introduces a sex-positive approach to human sexuality education, honoring multicultural education by intentionally understanding sex-positivity outside of a White, western context. Implications of this approach for education research, practice, training, and advocacy are discussed.
{"title":"Flying Faster than the Birds and the Bees","authors":"Theodore R. Burnes","doi":"10.4018/978-1-7998-7706-6.ch062","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch062","url":null,"abstract":"The need for multicultural education to analyze human sexuality education is an area of critical need in research and practice. Many current human sexuality learning experiences contain practices that are shaming to learners, producing values that problematize sexuality. The author of this chapter introduces a sex-positive approach to human sexuality education, honoring multicultural education by intentionally understanding sex-positivity outside of a White, western context. Implications of this approach for education research, practice, training, and advocacy are discussed.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"11 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":"121289336","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7706-6.ch030
J. R. Vega, Cecile M. Arquette, H. Lee, H. Crowe, J. Hunzicker, Jane Cushing
Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.
{"title":"Ensuring Social Justice for English Language Learners","authors":"J. R. Vega, Cecile M. Arquette, H. Lee, H. Crowe, J. Hunzicker, Jane Cushing","doi":"10.4018/978-1-7998-7706-6.ch030","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch030","url":null,"abstract":"Bradley University's embedded English as a Second Language (ESL) endorsement program was first implemented during the 2015-2016 academic year. This program consists of eighteen credit hours of course work specified by the Illinois State Board of Education in order to prepare teachers to work with students who do not speak English as their first language. Now in its second year, early outcomes of the program are quite positive. This chapter describes the program and its development in detail, and analyzes the program's strengths and weaknesses, focusing especially on teacher candidates' knowledge of pedagogy and cultural awareness as it relates to social justice in education for English language learner (ELL) students. The chapter concludes with recommendations for programming and future research.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"59 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":"122489551","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7706-6.ch052
L. Simons, L. Fehr, Lake Greene
This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.
{"title":"Lessons Learned From 15 Years of Service-Learning","authors":"L. Simons, L. Fehr, Lake Greene","doi":"10.4018/978-1-7998-7706-6.ch052","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch052","url":null,"abstract":"This chapter describes lessons learned from students involved in a service-learning program in an urban school district during the past 15 years. A total of 729 undergraduate students enrolled in an educational psychology course took part in the study. Students completed a survey at the beginning and end of the course. The findings indicate that academic-based service-learning and cultural-based service-learning contribute to different learning outcomes. Academic-based service-learners develop intercultural relationships with service recipients and community partners and acquire an understanding of social disparities in the community while cultural-based service-learners develop interpersonal and problem-solving skills. Students also appeared to make meaning out of their diverse service experiences and acquired a deeper understanding about how social responsibility is part of their role as preservice teachers in their school community. Implications for incorporating CBSL strategies in a teacher education program are discussed.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"15 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":"116222207","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-8082-9.CH004
Ritu Radhakrishnan
This chapter addresses the ways in which aesthetic practices provide educators at all levels and across disciplines with practical tools for enhancing critical literacy in pursuit of responsible citizenship. Engaging with aesthetics allows students to create meaning-making experiences and explore their own thinking about a topic and provides students with an opportunity to create meaningful experiences to address social action. Sharing of these processes and creations is often less polarizing than dialogues or debates and allows for inclusion of students with multiple modalities and talents. This curricular approach is more than simply creating an arts-integrated curriculum. Students should be creating, critiquing, and engaging with various forms of aesthetics (e.g. visual, drama, dance, music, etc.).
{"title":"Beyond Anne Frank","authors":"Ritu Radhakrishnan","doi":"10.4018/978-1-5225-8082-9.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-8082-9.CH004","url":null,"abstract":"This chapter addresses the ways in which aesthetic practices provide educators at all levels and across disciplines with practical tools for enhancing critical literacy in pursuit of responsible citizenship. Engaging with aesthetics allows students to create meaning-making experiences and explore their own thinking about a topic and provides students with an opportunity to create meaningful experiences to address social action. Sharing of these processes and creations is often less polarizing than dialogues or debates and allows for inclusion of students with multiple modalities and talents. This curricular approach is more than simply creating an arts-integrated curriculum. Students should be creating, critiquing, and engaging with various forms of aesthetics (e.g. visual, drama, dance, music, etc.).","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"11 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":"127451217","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9108-5.CH014
L. Mbati
This chapter presents pedagogical approaches for online learning with a focus on pedagogies that support interaction and active learning amongst diverse student populations. Understanding the challenges that feed social inequality are broad and complex nexus challenges, the various aspects and activities that go into learning design are discussed from the perspective of fostering equal representation and social justice in the online learning environment. While this chapter provides possible angles that may be employed to facilitate learning in a diverse student population, empirical studies need to be undertaken to test the efficacy of the approaches suggested.
{"title":"Capabilities-Based Transformative Online Learning Pedagogy for Social Justice","authors":"L. Mbati","doi":"10.4018/978-1-5225-9108-5.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-9108-5.CH014","url":null,"abstract":"This chapter presents pedagogical approaches for online learning with a focus on pedagogies that support interaction and active learning amongst diverse student populations. Understanding the challenges that feed social inequality are broad and complex nexus challenges, the various aspects and activities that go into learning design are discussed from the perspective of fostering equal representation and social justice in the online learning environment. While this chapter provides possible angles that may be employed to facilitate learning in a diverse student population, empirical studies need to be undertaken to test the efficacy of the approaches suggested.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"53 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":"132215432","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9531-1.CH007
Wendy Green
The number of health professions education programs continues to increase across the United States and globally, but unequal access to healthcare remains a pressing issue. Health professions education has shifted from a first-generation approach, centered on didactic teaching, to a second-generation approach, centered on problem-based learning. In a Lancet paper, Frenk and colleagues argued for the incorporation of a transformative paradigm within health professions education facilitating the move towards the third generation of health professions education. Drawing on Mezirow and Freire, they argued for the incorporation of a transformative paradigm to improve health professions education by better aligning medical education and population needs. This chapter examines how a transformative approach to health professions education could be implemented and where it would be most effective. It also looks at how a transformative paradigm within health professions education could provide an additional lens to understand health disparities, structural inequity, and diversity.
{"title":"Moving Toward a Third Generation of Medical Education","authors":"Wendy Green","doi":"10.4018/978-1-5225-9531-1.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-9531-1.CH007","url":null,"abstract":"The number of health professions education programs continues to increase across the United States and globally, but unequal access to healthcare remains a pressing issue. Health professions education has shifted from a first-generation approach, centered on didactic teaching, to a second-generation approach, centered on problem-based learning. In a Lancet paper, Frenk and colleagues argued for the incorporation of a transformative paradigm within health professions education facilitating the move towards the third generation of health professions education. Drawing on Mezirow and Freire, they argued for the incorporation of a transformative paradigm to improve health professions education by better aligning medical education and population needs. This chapter examines how a transformative approach to health professions education could be implemented and where it would be most effective. It also looks at how a transformative paradigm within health professions education could provide an additional lens to understand health disparities, structural inequity, and diversity.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"83 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":"133383943","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6331-0.CH020
Kimberly C. Harper
This chapter discusses the author's approach to implementing social justice and learner-centered pedagogies in a course titled Technical Communication in the Age of #BlackLivesMatter. The author uses the Black Lives Matter movement as a springboard for teaching technical communication students about the responsibilities of workplace writers. Technical and Professional Communication (TPC) make use of a skills-based pedagogy and, at times, omits the importance of providing students with cultural competency skills. However, there is a shift in the field of TPC as some scholars are advocating for the inclusion of topics such as race, culture, gender, and class in pedagogical discussions. Discussed in this chapter are the theories behind the author's pedagogical choices when creating the described course, the student assignments, and the challenges encountered while teaching the course.
{"title":"Using Learner Centered Pedagogy and Social Justice Pedagogy in Post-Secondary Technical and Professional Communication Writing Courses","authors":"Kimberly C. Harper","doi":"10.4018/978-1-5225-6331-0.CH020","DOIUrl":"https://doi.org/10.4018/978-1-5225-6331-0.CH020","url":null,"abstract":"This chapter discusses the author's approach to implementing social justice and learner-centered pedagogies in a course titled Technical Communication in the Age of #BlackLivesMatter. The author uses the Black Lives Matter movement as a springboard for teaching technical communication students about the responsibilities of workplace writers. Technical and Professional Communication (TPC) make use of a skills-based pedagogy and, at times, omits the importance of providing students with cultural competency skills. However, there is a shift in the field of TPC as some scholars are advocating for the inclusion of topics such as race, culture, gender, and class in pedagogical discussions. Discussed in this chapter are the theories behind the author's pedagogical choices when creating the described course, the student assignments, and the challenges encountered while teaching the course.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"11 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":"132787726","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-6301-3.CH005
Ana Martins, O. Pereira, I. Martins
The chapter highlights the endogenous strengths that humans have of exposing society to sustainable change. At birth, humans bring with them a triptych code including, the social, emotional and spiritual, that needs to be further developed. Those non-cognitive skills that schooling should instill are possible via service learning education. Through education, individual citizens are enthused with harmonious cognitive and non-cognitive skills which are positive, inclusive, humane, in harmony with life and circumstances. In the current complex and uncertain economy, this education model is directed at social responsibility, social innovation, citizenship, personal and social commitment. Being holistic, multi-focused and dynamic, it brings together learning, service and the economy. This learning- teaching model aligns with an intellectual and humanized society; entails two simultaneous objectives, pedagogical and community collaboration; focuses on real circumstances, deals with community-identified needs, solidarity, cooperation, harmony and commitment.
{"title":"Service Learning","authors":"Ana Martins, O. Pereira, I. Martins","doi":"10.4018/978-1-5225-6301-3.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-6301-3.CH005","url":null,"abstract":"The chapter highlights the endogenous strengths that humans have of exposing society to sustainable change. At birth, humans bring with them a triptych code including, the social, emotional and spiritual, that needs to be further developed. Those non-cognitive skills that schooling should instill are possible via service learning education. Through education, individual citizens are enthused with harmonious cognitive and non-cognitive skills which are positive, inclusive, humane, in harmony with life and circumstances. In the current complex and uncertain economy, this education model is directed at social responsibility, social innovation, citizenship, personal and social commitment. Being holistic, multi-focused and dynamic, it brings together learning, service and the economy. This learning- teaching model aligns with an intellectual and humanized society; entails two simultaneous objectives, pedagogical and community collaboration; focuses on real circumstances, deals with community-identified needs, solidarity, cooperation, harmony and commitment.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120901417","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7706-6.ch018
D. G. Luter, R. Kronick
This chapter is about designing service-learning and gives voice to college students engaging in service along with children and families who attend a culturally diverse urban Title One school. The various settings presented in this chapter show the numerous options open to service-learners in the University Assisted Community School. Engagement in this program realizes that schools with low resources have communities with low resources and communities with low resources have schools with low resources.
{"title":"Doing Service-Learning on the Ground in Diverse K-12 Communities","authors":"D. G. Luter, R. Kronick","doi":"10.4018/978-1-7998-7706-6.ch018","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch018","url":null,"abstract":"This chapter is about designing service-learning and gives voice to college students engaging in service along with children and families who attend a culturally diverse urban Title One school. The various settings presented in this chapter show the numerous options open to service-learners in the University Assisted Community School. Engagement in this program realizes that schools with low resources have communities with low resources and communities with low resources have schools with low resources.","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":"130800576","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}
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