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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9108-5.CH017
Kasım Karataş, Tuncay Ardıç
In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.
{"title":"The Role of Culturally Responsive Teacher to Ensure Social Justice in Education","authors":"Kasım Karataş, Tuncay Ardıç","doi":"10.4018/978-1-5225-9108-5.CH017","DOIUrl":"https://doi.org/10.4018/978-1-5225-9108-5.CH017","url":null,"abstract":"In this chapter, the importance of having culturally responsive teacher competencies to carry out the education process in accordance with the social justice is discussed within the context of teacher roles and responsibilities. Indeed, education as a social institution is an important institution that provides individuals with an understanding of justice, equality, freedom, and solidarity in a way that enables individuals to live harmoniously within society. In this respect, education system components should be designed with culturally responsive pedagogy on the basis of social justice principles. Besides implementing a culturally responsive teaching in classrooms can be achieved with teachers who have culturally responsive teaching competencies. With these roles and responsibilities, teachers should develop their individual and professional competencies for culturally responsive teaching at teacher education programs.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"119 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":"134178361","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: 10.4018/978-1-5225-5724-1.CH015
N. Jappie
Higher education institutions in South Africa are undergoing remarkable changes. Traditionally, universities have been governed on a scholastic, academic, and research basis. This promoted an authoritarian and autonomous governance system, which clearly justified separate education under apartheid. The new democracy in South Africa vowed to change the system to ensure equity, diversity, and justice in education. Universities had to transform to benefit the underprivileged, disadvantaged, Black population of the country. This resulted in universities having to conduct their activities in a corporate style and, as such, required a commitment by all stakeholders to succeed. University leaderships are important role players who are pivotal in ensuring that social justice prevails. This chapter will investigate the role of leadership in shaping vision and mission in addition, ensuring policy implementation at the various higher education institutions.
{"title":"The Role of University Leadership in Advocating Social Justice in South African Higher Education","authors":"N. Jappie","doi":"10.4018/978-1-5225-5724-1.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-5724-1.CH015","url":null,"abstract":"Higher education institutions in South Africa are undergoing remarkable changes. Traditionally, universities have been governed on a scholastic, academic, and research basis. This promoted an authoritarian and autonomous governance system, which clearly justified separate education under apartheid. The new democracy in South Africa vowed to change the system to ensure equity, diversity, and justice in education. Universities had to transform to benefit the underprivileged, disadvantaged, Black population of the country. This resulted in universities having to conduct their activities in a corporate style and, as such, required a commitment by all stakeholders to succeed. University leaderships are important role players who are pivotal in ensuring that social justice prevails. This chapter will investigate the role of leadership in shaping vision and mission in addition, ensuring policy implementation at the various higher education institutions.","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":"132165271","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.ch017
H. Smith
Aspiring educators require more than a basic understanding of inclusion. They need to know how to support students with exceptionalities and inclusion. The purpose of this chapter is to describe how general education pre-service teachers' participation in authentic service-learning experiences during teacher preparation can support deeper understanding of the theories and practices to support inclusion. This chapter begins with a brief history of inclusion and research on the efficacy of service-learning in teacher preparation. The chapter continues by focusing on the intersection of inclusion and service-learning, describing the advantages integrating an inclusion-focused service-learning opportunity in a required course on students with exceptionalities. This chapter provides an example of one university's experience and concludes with practical recommendations and discussion of planning, implementing, and assessing course-embedded service-learning and directions for future research.
{"title":"Service-Learning With Students With Exceptionalities","authors":"H. Smith","doi":"10.4018/978-1-7998-7706-6.ch017","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch017","url":null,"abstract":"Aspiring educators require more than a basic understanding of inclusion. They need to know how to support students with exceptionalities and inclusion. The purpose of this chapter is to describe how general education pre-service teachers' participation in authentic service-learning experiences during teacher preparation can support deeper understanding of the theories and practices to support inclusion. This chapter begins with a brief history of inclusion and research on the efficacy of service-learning in teacher preparation. The chapter continues by focusing on the intersection of inclusion and service-learning, describing the advantages integrating an inclusion-focused service-learning opportunity in a required course on students with exceptionalities. This chapter provides an example of one university's experience and concludes with practical recommendations and discussion of planning, implementing, and assessing course-embedded service-learning and directions for future research.","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":"129761663","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: 10.4018/978-1-5225-7429-3.CH002
A. Copeland, Ayoung Yoon
This chapter explores how to construct bridges between existing cultural institutions and community archives (or community groups wanting to develop archives) and the potential role for third-party organizations in bridging these groups. Further, research is presented that provides recommendations for library and archive practitioners who wish to build connections with groups in their communities. Connecting with participatory heritage is introduced as a means to build capacity in community groups for sustaining efforts to preserve and make accessible diverse histories.
{"title":"Building Inclusivity Through Connections With Community Archives","authors":"A. Copeland, Ayoung Yoon","doi":"10.4018/978-1-5225-7429-3.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-7429-3.CH002","url":null,"abstract":"This chapter explores how to construct bridges between existing cultural institutions and community archives (or community groups wanting to develop archives) and the potential role for third-party organizations in bridging these groups. Further, research is presented that provides recommendations for library and archive practitioners who wish to build connections with groups in their communities. Connecting with participatory heritage is introduced as a means to build capacity in community groups for sustaining efforts to preserve and make accessible diverse histories.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"190 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":"116215503","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.CH013
S. Ntombela, I. Setlhodi
There are inequalities at all levels of the South African education system, and these are more visible in higher education, which, until recently, was inaccessible to most people. Levelling the turf and bringing about true transformation in higher education institutions requires redress of past inequalities and catering for all students who seek admission. To increase participation levels by students from varied backgrounds and achieve justice, it is essential for higher education institutions, particularly those offering open distance e-learning, to devise plans towards tackling challenges confronting students and possible ways to overcome them. This chapter discusses the purpose of higher education in offering support to students in the context of massification. It also explores the manner in which higher education institutions model transformation, how they bring about equity and redress to overcome challenges and to pursue justice. Lastly, it concludes with possible considerations for these institutions to tackle inequalities and attain social justice for their students.
{"title":"Transformation and Social Justice in South African Higher Education","authors":"S. Ntombela, I. Setlhodi","doi":"10.4018/978-1-5225-9108-5.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-9108-5.CH013","url":null,"abstract":"There are inequalities at all levels of the South African education system, and these are more visible in higher education, which, until recently, was inaccessible to most people. Levelling the turf and bringing about true transformation in higher education institutions requires redress of past inequalities and catering for all students who seek admission. To increase participation levels by students from varied backgrounds and achieve justice, it is essential for higher education institutions, particularly those offering open distance e-learning, to devise plans towards tackling challenges confronting students and possible ways to overcome them. This chapter discusses the purpose of higher education in offering support to students in the context of massification. It also explores the manner in which higher education institutions model transformation, how they bring about equity and redress to overcome challenges and to pursue justice. Lastly, it concludes with possible considerations for these institutions to tackle inequalities and attain social justice for their students.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"9 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":"115538971","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.ch093
J. Halsall, Elizabeth F. Caldwell
Social mobility is at the forefront of the British Government's plans to improve the lives of the most deprived groups in society. Since the election of the New Labour government in May 1997, consecutive governments have championed the concept of social mobility. The fundamental aim of social mobility is to tackle social barriers for disadvantaged groups in education and employment. However, within the social sciences there has been a lack of critical discussion regarding the theorisation of social mobility within the context of higher education (HE). In recent times higher education research has instead had a greater focus on pedagogy. The aim of this review is to critically explore past and current debates on social mobility, and the importance the concept has in the higher education sector. In this paper special reference will be made to the new UK government higher education policy on the Teaching Excellence Framework (TEF).
{"title":"Social Mobility in the UK's Higher Education Sector","authors":"J. Halsall, Elizabeth F. Caldwell","doi":"10.4018/978-1-7998-7706-6.ch093","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch093","url":null,"abstract":"Social mobility is at the forefront of the British Government's plans to improve the lives of the most deprived groups in society. Since the election of the New Labour government in May 1997, consecutive governments have championed the concept of social mobility. The fundamental aim of social mobility is to tackle social barriers for disadvantaged groups in education and employment. However, within the social sciences there has been a lack of critical discussion regarding the theorisation of social mobility within the context of higher education (HE). In recent times higher education research has instead had a greater focus on pedagogy. The aim of this review is to critically explore past and current debates on social mobility, and the importance the concept has in the higher education sector. In this paper special reference will be made to the new UK government higher education policy on the Teaching Excellence Framework (TEF).","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"31 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":"131827890","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.ch016
Stefano Ba’
This chapter aims at developing a critique of the so-called “New Paradigm” of the sociology of childhood, which was developed in British sociological schools between the 1960s and 1980s. The New Paradigm represented a substantial challenge to mainstream sociology of childhood and from this basis, Childhood Studies were capable of producing influential thinking about childhood and practices involving childhood. The main idea of this chapter is that the New Paradigm cannot constitute an adequate theoretical basis for ensuring the fulfilment of children's lives in terms of freedom and social justice. Its central point, that childhood is socially constructed, is not articulated coherently and is internally inconsistent. Italian alternative pedagogical practices are used to provide a concrete backdrop for the theoretical objections raised against the New Paradigm. These alternative critical practices commonly assert that theory cannot be separated from practice and that ideals of social justice for children are based on the struggles of marginalised communities.
{"title":"The ‘New Paradigm' of the Sociology of Childhood","authors":"Stefano Ba’","doi":"10.4018/978-1-7998-7706-6.ch016","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch016","url":null,"abstract":"This chapter aims at developing a critique of the so-called “New Paradigm” of the sociology of childhood, which was developed in British sociological schools between the 1960s and 1980s. The New Paradigm represented a substantial challenge to mainstream sociology of childhood and from this basis, Childhood Studies were capable of producing influential thinking about childhood and practices involving childhood. The main idea of this chapter is that the New Paradigm cannot constitute an adequate theoretical basis for ensuring the fulfilment of children's lives in terms of freedom and social justice. Its central point, that childhood is socially constructed, is not articulated coherently and is internally inconsistent. Italian alternative pedagogical practices are used to provide a concrete backdrop for the theoretical objections raised against the New Paradigm. These alternative critical practices commonly assert that theory cannot be separated from practice and that ideals of social justice for children are based on the struggles of marginalised communities.","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":"131100289","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: 10.4018/978-1-5225-7823-9.CH026
Basil M. Conway Iv, K. Lilly
The following chapter describes the creation and implementation of a “Content Underpinnings” course for graduate students in middle grades statistics that required students to complete a teaching for social justice lesson in a K-12 classroom. The content underpinnings course consisted of three major goals that promoted critical thought: critical race theory (CRT) and teaching for social justice (TSJ), statistical pedagogical content knowledge, and statistical content knowledge. A review of research related to each these goals is integrated with student implementation of a CRT/TSJ lesson, along with details on how this research guided the course creation and implementation. Implications and suggestions for including CRT and TSJ in mathematics are suggested as a tool to promote equity, access, and empowerment for democracy in teacher education.
{"title":"Integrating Critical Pedagogy With Teaching Statistics for Social Justice","authors":"Basil M. Conway Iv, K. Lilly","doi":"10.4018/978-1-5225-7823-9.CH026","DOIUrl":"https://doi.org/10.4018/978-1-5225-7823-9.CH026","url":null,"abstract":"The following chapter describes the creation and implementation of a “Content Underpinnings” course for graduate students in middle grades statistics that required students to complete a teaching for social justice lesson in a K-12 classroom. The content underpinnings course consisted of three major goals that promoted critical thought: critical race theory (CRT) and teaching for social justice (TSJ), statistical pedagogical content knowledge, and statistical content knowledge. A review of research related to each these goals is integrated with student implementation of a CRT/TSJ lesson, along with details on how this research guided the course creation and implementation. Implications and suggestions for including CRT and TSJ in mathematics are suggested as a tool to promote equity, access, and empowerment for democracy in teacher education.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"10 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":"133867428","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.ch036
Kamania Wynter-Hoyte, Meir Muller, Nathaniel Bryan, G. Boutte, Susi Long
This chapter provides a profile of an urban education collective that fosters relationships among preservice teachers, university faculty, and a local school district. The partnership supports preservice and in-service teachers serving marginalized communities using culturally relevant, humanizing, and decolonizing pedagogies. Drawing from decolonizing and humanizing theoretical and pedagogical frameworks, the collective highlights equity, asset-based, and anti-racist teachings. Insights gained from this initiative and recommendations for navigating challenges in equity work are presented. Implications for teacher education programs and future research goals are provided.
{"title":"Dismantling Eurocratic Practices in Teacher Education","authors":"Kamania Wynter-Hoyte, Meir Muller, Nathaniel Bryan, G. Boutte, Susi Long","doi":"10.4018/978-1-7998-7706-6.ch036","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch036","url":null,"abstract":"This chapter provides a profile of an urban education collective that fosters relationships among preservice teachers, university faculty, and a local school district. The partnership supports preservice and in-service teachers serving marginalized communities using culturally relevant, humanizing, and decolonizing pedagogies. Drawing from decolonizing and humanizing theoretical and pedagogical frameworks, the collective highlights equity, asset-based, and anti-racist teachings. Insights gained from this initiative and recommendations for navigating challenges in equity work are presented. Implications for teacher education programs and future research goals are provided.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"56 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":"133473461","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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