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: 10.4018/978-1-7998-7706-6.ch051
W. M. Green, Valerie De Cruz
In response to increasing student diversity, universities have begun to implement programs that provide experiences so that students may expand their understanding of cultural differences. This chapter focuses on the implementation of inter-cultural programming in a large university in the northeastern United States. The university is highly-selective, draws students globally, and diversity is evident across racial, ethnic, sexual orientation, national, and religious identities. This chapter focuses on three signature programs and examines the programs' underlying theoretical frameworks, program implementation, and program outcomes. Each program is presented as a case and program evaluation data is utilized to understand the learning process. The advocacy group is the subject of a mixed methods research project and preliminary data will be presented. The chapter includes a discussion of best practices and links theoretical approaches to practice.
{"title":"Enhancing Intercultural Competency Though Co-Curricular Activities in Higher Education","authors":"W. M. Green, Valerie De Cruz","doi":"10.4018/978-1-7998-7706-6.ch051","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch051","url":null,"abstract":"In response to increasing student diversity, universities have begun to implement programs that provide experiences so that students may expand their understanding of cultural differences. This chapter focuses on the implementation of inter-cultural programming in a large university in the northeastern United States. The university is highly-selective, draws students globally, and diversity is evident across racial, ethnic, sexual orientation, national, and religious identities. This chapter focuses on three signature programs and examines the programs' underlying theoretical frameworks, program implementation, and program outcomes. Each program is presented as a case and program evaluation data is utilized to understand the learning process. The advocacy group is the subject of a mixed methods research project and preliminary data will be presented. The chapter includes a discussion of best practices and links theoretical approaches to practice.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"6 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":"126925339","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: 10.4018/978-1-5225-9108-5.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: 10.4018/978-1-5225-7429-3.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: 10.4018/978-1-5225-7110-0.CH009
Joan Pagès Blanch, Carolina González, Martha Cecilia Gutiérrez Giraldo
The chapter shows the situation of education for democratic citizenship in Latin America and its evolution over the last 25 years, taking as an example three countries: Chile, Colombia, and Mexico. First, the concept of citizenship in curricula is analyzed. Its role in the political and social re-democratization and its limitations are proposed as a result of a national identity concept that limits cultural, social, and political diversity. Their strengths and weaknesses are compared, considering issues like human rights, citizenship responsibilities, citizen participation, community boundaries, levels of identity, and cultural diversity. Second, the purposes of their teaching are interpreted in the curricula. It presents a curriculum focused on relevant social problems and on the formation of critical thinking and social participation and citizenship awareness. Finally, it reflects on the results of the international study on civic and citizen education in Latin America, pointing out its contradictions and the need to continue deepening in research and in teaching practice and training.
{"title":"Education for Citizenship in the Latin American Context","authors":"Joan Pagès Blanch, Carolina González, Martha Cecilia Gutiérrez Giraldo","doi":"10.4018/978-1-5225-7110-0.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-7110-0.CH009","url":null,"abstract":"The chapter shows the situation of education for democratic citizenship in Latin America and its evolution over the last 25 years, taking as an example three countries: Chile, Colombia, and Mexico. First, the concept of citizenship in curricula is analyzed. Its role in the political and social re-democratization and its limitations are proposed as a result of a national identity concept that limits cultural, social, and political diversity. Their strengths and weaknesses are compared, considering issues like human rights, citizenship responsibilities, citizen participation, community boundaries, levels of identity, and cultural diversity. Second, the purposes of their teaching are interpreted in the curricula. It presents a curriculum focused on relevant social problems and on the formation of critical thinking and social participation and citizenship awareness. Finally, it reflects on the results of the international study on civic and citizen education in Latin America, pointing out its contradictions and the need to continue deepening in research and in teaching practice and training.","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":"114875927","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.ch090
B. Burston, Shartriya Collier-Stewart
Science, technology, engineering, and mathematics (STEM) concepts are the very foundation of the contemporary and futuristic way of life for the United States and other socio-political entities as well. Yet, growth in STEM education participation has, despite programs of intervention, remained sluggish, rendering an American economy that has become increasingly dependent upon imported STEM talent. This chapter argues that the asymmetric outcomes that are observable across the educational pipeline reflect unique barriers to entry that are not only based upon IQism, but socioeconomic as well as socio-cultural diversity. Utilizing a review of selected literature, the thesis is introduced that a STEM-for-all movement is needed that remediates STEM exclusion. Throughout the discussion, strategies are recommended for policymakers, institutions of education, communities, and families in reversing the growth of a new STEM-based system of social stratification.
{"title":"STEM for All","authors":"B. Burston, Shartriya Collier-Stewart","doi":"10.4018/978-1-7998-7706-6.ch090","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch090","url":null,"abstract":"Science, technology, engineering, and mathematics (STEM) concepts are the very foundation of the contemporary and futuristic way of life for the United States and other socio-political entities as well. Yet, growth in STEM education participation has, despite programs of intervention, remained sluggish, rendering an American economy that has become increasingly dependent upon imported STEM talent. This chapter argues that the asymmetric outcomes that are observable across the educational pipeline reflect unique barriers to entry that are not only based upon IQism, but socioeconomic as well as socio-cultural diversity. Utilizing a review of selected literature, the thesis is introduced that a STEM-for-all movement is needed that remediates STEM exclusion. Throughout the discussion, strategies are recommended for policymakers, institutions of education, communities, and families in reversing the growth of a new STEM-based system of social stratification.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"111 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":"129812993","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: 10.4018/978-1-5225-1894-5.CH001
R. Jeffries, Hope Reed
Using Rosenthal and Jacobsen's Pygmalion Effect Theory and Bandura's Social Learning Theory, this chapter explores the perceptions of high school English/language arts and math teachers who teach low academic level track courses. The teachers' narratives describe their beliefs regarding academic ability grouping of students and the associated achievement gap that is often a result of this stratifying structure. Findings from the narratives reiterate the importance of teacher awareness regarding the impact of critical pedagogy as a fundamental element of teaching for social justice. The chapter indicates the usefulness of teacher narrative to influence alternative methods for course placement and schedule design in the high school curriculum.
{"title":"The Self-Fulfilling Prophecy of Teacher Perception on Low Achievers","authors":"R. Jeffries, Hope Reed","doi":"10.4018/978-1-5225-1894-5.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-1894-5.CH001","url":null,"abstract":"Using Rosenthal and Jacobsen's Pygmalion Effect Theory and Bandura's Social Learning Theory, this chapter explores the perceptions of high school English/language arts and math teachers who teach low academic level track courses. The teachers' narratives describe their beliefs regarding academic ability grouping of students and the associated achievement gap that is often a result of this stratifying structure. Findings from the narratives reiterate the importance of teacher awareness regarding the impact of critical pedagogy as a fundamental element of teaching for social justice. The chapter indicates the usefulness of teacher narrative to influence alternative methods for course placement and schedule design in the high school curriculum.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"112 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":"132211031","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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