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}
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: 10.4018/978-1-5225-2906-4.CH008
Natasha N. Johnson
This is the call for teacher preparation programs to actively incorporate an emphasis on social justice education and the development of teachers committed to creating equitable schools. Education in today's multicultural, pluralistic society must be actively concentrated on and successful at creating more just and unbiased schools for underserved students. Similar to Ladson-Billings' argument for a redefining of ‘good teaching,' there must be a redefinition of that which constitutes social justice teaching. It is the role of today's teacher preparation programs to equip teachers with the essential skills necessary to develop students, manage bias, and create a culture of equity for all. Particularly as it relates to the education, understanding, cultivation, and development of all students in the K-12 school system, a required component of every teacher preparation program must be an increased focus on teaching that is comprehensive, socially just, and impartial.
{"title":"Effectively Managing Bias in Teacher Preparation","authors":"Natasha N. Johnson","doi":"10.4018/978-1-5225-2906-4.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-2906-4.CH008","url":null,"abstract":"This is the call for teacher preparation programs to actively incorporate an emphasis on social justice education and the development of teachers committed to creating equitable schools. Education in today's multicultural, pluralistic society must be actively concentrated on and successful at creating more just and unbiased schools for underserved students. Similar to Ladson-Billings' argument for a redefining of ‘good teaching,' there must be a redefinition of that which constitutes social justice teaching. It is the role of today's teacher preparation programs to equip teachers with the essential skills necessary to develop students, manage bias, and create a culture of equity for all. Particularly as it relates to the education, understanding, cultivation, and development of all students in the K-12 school system, a required component of every teacher preparation program must be an increased focus on teaching that is comprehensive, socially just, and impartial.","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":"121354020","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: 10.4018/978-1-5225-7703-4.CH002
Beth Rice
Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.
{"title":"Finding Their Voice","authors":"Beth Rice","doi":"10.4018/978-1-5225-7703-4.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-7703-4.CH002","url":null,"abstract":"Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.","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":"129333362","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.ch037
Xeturah M. Woodley, Gaspard Mucundanyi, M. Lockard
The growing field of online education has developed inside a cultural context rooted in racism, classism, sexism, and other forms of inherent bias. Likewise, the design and development of online curriculum is not excluded from the biases that have historically plagued face-to-face curriculum. In this article, the authors call online teachers into action by encouraging them to adopt an engaged instructional design praxis that builds learning environments inclusive of racial, ethnic, and gender diversity. Through the use of culturally responsive teaching, online teachers can create spaces of counter narrative that address curricular blindnesses and promote social justice.
{"title":"Designing Counter-Narratives","authors":"Xeturah M. Woodley, Gaspard Mucundanyi, M. Lockard","doi":"10.4018/978-1-7998-7706-6.ch037","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch037","url":null,"abstract":"The growing field of online education has developed inside a cultural context rooted in racism, classism, sexism, and other forms of inherent bias. Likewise, the design and development of online curriculum is not excluded from the biases that have historically plagued face-to-face curriculum. In this article, the authors call online teachers into action by encouraging them to adopt an engaged instructional design praxis that builds learning environments inclusive of racial, ethnic, and gender diversity. Through the use of culturally responsive teaching, online teachers can create spaces of counter narrative that address curricular blindnesses and promote social justice.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"43 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":"129339730","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: 10.4018/978-1-5225-2906-4.CH010
Rose M. Mugweni
Studies on teacher preparation for managing bias has established and created a domain within the global educational research enterprise. What is implicit is how researches on managing bias may be used to improve teacher development. Research on managing bias in teacher preparation has recognized a place for itself within the international educational research initiative. What is not so clear is how studies of teacher thinking may be used in improving the quality of teacher development programmes. ‘The notion of managing bias implies employing strategies that foster inclusivity and multicultural education. This chapter focuses on five areas of the importance on managing bias in teacher preparation. I endeavour to explore the following: the concept bias, bias in teacher preparation, creating an anti-bias learning environment, preparing teachers for multicultural classes, and citizenship education and anti-bias in teacher preparation.
{"title":"Managing Bias in Teacher Preparation in Higher Education","authors":"Rose M. Mugweni","doi":"10.4018/978-1-5225-2906-4.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-2906-4.CH010","url":null,"abstract":"Studies on teacher preparation for managing bias has established and created a domain within the global educational research enterprise. What is implicit is how researches on managing bias may be used to improve teacher development. Research on managing bias in teacher preparation has recognized a place for itself within the international educational research initiative. What is not so clear is how studies of teacher thinking may be used in improving the quality of teacher development programmes. ‘The notion of managing bias implies employing strategies that foster inclusivity and multicultural education. This chapter focuses on five areas of the importance on managing bias in teacher preparation. I endeavour to explore the following: the concept bias, bias in teacher preparation, creating an anti-bias learning environment, preparing teachers for multicultural classes, and citizenship education and anti-bias in teacher preparation.","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":"131617924","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.ch006
A. Fernández, Neus González-Monfort
Individual identity is defined by unique traits and is constructed from the diversity of human beings and, at the same time, in relationships with other people. This gives rise to a plurality of ways of thinking and perceiving the world. The collective identity is constructed through the discourse or the story that is shared in the community, relationships, or in socialization spaces, among others, in the school, through the discourse of the teaching staff or the school texts. Otherness acts as a mirror where we look at ourselves to recognize ourselves. Otherness is the acceptance that there are different views when we interpret the world, different ways of thinking or ideologies, but it also shows that we human beings have much in common. Education for citizenship should aim to enable people to define their diverse identities in an education for freedom, equality, and participation. Education for citizenship must ask what identities are invisible and why, and demand the social change.
{"title":"Education for Citizenship and Identities","authors":"A. Fernández, Neus González-Monfort","doi":"10.4018/978-1-7998-7706-6.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch006","url":null,"abstract":"Individual identity is defined by unique traits and is constructed from the diversity of human beings and, at the same time, in relationships with other people. This gives rise to a plurality of ways of thinking and perceiving the world. The collective identity is constructed through the discourse or the story that is shared in the community, relationships, or in socialization spaces, among others, in the school, through the discourse of the teaching staff or the school texts. Otherness acts as a mirror where we look at ourselves to recognize ourselves. Otherness is the acceptance that there are different views when we interpret the world, different ways of thinking or ideologies, but it also shows that we human beings have much in common. Education for citizenship should aim to enable people to define their diverse identities in an education for freedom, equality, and participation. Education for citizenship must ask what identities are invisible and why, and demand the social change.","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":"132210856","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.ch003
S. Hardee, Kelly McFaden
This chapter highlights one social foundations of education program's initiative to develop specialized service-based projects on which each course's field experience, readings, and assignments would center. Utilizing both a justice-oriented and intersectional foundation, professors developed projects meant to engage the program's mostly white and female students in more critical and meaningful experiences that would help pre-service educators reflect on power, privilege, and oppression and their roles in this process. The authors focus on two example projects for this chapter with a goal of examining successes and difficulties experienced in developing such projects, including the challenge of maintaining strong community partnerships. These two case studies are not meant to provide generalized experiences, but the authors hope that sharing the development, implementation, and outcomes can help other programs create field experiences for pre-service educators that will teach pre-service educators the importance of safe yet critical classroom spaces.
{"title":"Social Foundations of Education and Service-Based Field Experiences","authors":"S. Hardee, Kelly McFaden","doi":"10.4018/978-1-7998-7706-6.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch003","url":null,"abstract":"This chapter highlights one social foundations of education program's initiative to develop specialized service-based projects on which each course's field experience, readings, and assignments would center. Utilizing both a justice-oriented and intersectional foundation, professors developed projects meant to engage the program's mostly white and female students in more critical and meaningful experiences that would help pre-service educators reflect on power, privilege, and oppression and their roles in this process. The authors focus on two example projects for this chapter with a goal of examining successes and difficulties experienced in developing such projects, including the challenge of maintaining strong community partnerships. These two case studies are not meant to provide generalized experiences, but the authors hope that sharing the development, implementation, and outcomes can help other programs create field experiences for pre-service educators that will teach pre-service educators the importance of safe yet critical classroom spaces.","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":"131589707","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.ch007
Tatiana Focşa
The actuality of the given topic comes from the approach of the concept of social justice in relation with factors of decisions and power of the state. One of the solutions identified by the state organization is the creation of the system of social work, which represents a component of the national system of social protection, within which the state and civil society is engaged to prevent, limit or remove the temporary or permanent effects of some events considered as social risks that could generate the marginalization or exclusion of the persons and families in difficulty. In our vision, the social justice represents the equality of chances of each individual in relation with the equity and equality as fundamental principles of social coexistence. In a “healthy” state, any person, regardless of experience or life circumstances, succeeds to achieve the maximum potential. We believe that there is no human society that is entirely based on social equality or equity, but this is only an additional motive to make efforts in this direction.
{"title":"Social Justice in Social Work","authors":"Tatiana Focşa","doi":"10.4018/978-1-7998-7706-6.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch007","url":null,"abstract":"The actuality of the given topic comes from the approach of the concept of social justice in relation with factors of decisions and power of the state. One of the solutions identified by the state organization is the creation of the system of social work, which represents a component of the national system of social protection, within which the state and civil society is engaged to prevent, limit or remove the temporary or permanent effects of some events considered as social risks that could generate the marginalization or exclusion of the persons and families in difficulty. In our vision, the social justice represents the equality of chances of each individual in relation with the equity and equality as fundamental principles of social coexistence. In a “healthy” state, any person, regardless of experience or life circumstances, succeeds to achieve the maximum potential. We believe that there is no human society that is entirely based on social equality or equity, but this is only an additional motive to make efforts in this direction.","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":"128720086","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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