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Books on the topic 'Curricular justice'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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1

Service-learning in Asia: Curricular models and practices. Hong Kong: Hong Kong University Press, 2010.

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2

Catling, Simon. Curriculum contested: Primary geography and social justice. Oxford: Westminster Institute of Education, 2003.

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3

Social justice pedagogy across the curriculum: The practice of freedom. New York: Routledge, 2010.

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4

Francis, Natalie. I.B.M. curriculum review: Criminal justice : the individual and the state. [Halifax: Dalhousie Law School, 1992.

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5

Kavanagh, Anne Marie, Fionnuala Waldron, and Benjamin Mallon, eds. Teaching for Social Justice and Sustainable Development Across the Primary Curriculum. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003003021.

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6

Critical literacy as resistance: Teaching for social justice across the secondary curriculum. New York: Peter Lang, 2008.

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7

Australian Curriculum Studies Association. Conference. Early childhood perspectives on assessment, justice and quality: A selection of papers from the Australian Curriculum Studies Association's Curriculum '93 conference. Belconnen, ACT: The Association, 1994.

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8

Fourré, Constance. Journey to justice: Transforming hearts and schools with Catholic social teaching. Washington, D.C: National Catholic Educational Association, 2003.

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9

The moral & spiritual crisis in education: A curriculum for justice and compassion in education. Granby, Mass: Bergin & Garvey, 1989.

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10

Curriculum, syllabus design, and equity: A primer and model. New York, NY: Routledge, 2012.

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11

A status report on contemporary criminal justice education: A definition of the discipline and an assessment of its curricula, faculty, and program characteristics. Lewiston, NY, USA: E. Mellen Press, 1989.

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12

Massachusetts. General Court. Senate. Select Committee to Investigate the Criminal Training Council. Report of the Special Senate Committee relative to the composition and management of the Massachusetts Criminal Justice Training Council, and the curriculum and training procedures of SAID Council under Senateorder, no. 1884 of 1988 and revised and continued by Senate, no. 1679 of 1989. [Boston]: Commonwealth of Massachusetts, 1989.

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13

Nagda, Biren A., and Amelia Seraphia Derr. Justice & democracy: Challenges and opportunities in the aftermath of September 11, 2001 : historicizing the post-September 11 backlash against Arabs, Muslims, South Asians, Sikhs, and Somalis in the United States, and exploring ways to create and sustain a just society and healthy community : a curriculum designed for use in secondary, college, and university levels. Edited by Hate Free Zone Washington (Organization). [Seattle, WA]: Hate Free Zone Washington, 2005.

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14

Benedict, Cathy. Music and Social Justice. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190062125.001.0001.

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This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.
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15

Tyrrell, John. Victorian Britain: Invisible Victorians : a photocopiable pack of materials for use in teaching National Curriculum subjects and cross-curricular dimensions highlighting equality and justice. Vital Link Educational, 1994.

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16

Moore, Robin D. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0001.

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Chapter 1 provides an overview of the many challenges currently facing institutions that offer degrees in applied music. These include the constrained nature of the musical material taught, the divisions that exist between the kinds of music taught in music schools and the music most students hear in their communities, and the decreasing social relevance of a traditional musical education. The chapter continues by discussing previous attempts at reform and providing an overview of the many innovative curricular experiments that are taking place nationally and internationally. Next, the chapter proposes five guiding principles or commitments that could be used to reorient existing music curricula for the twenty-first century. These include (1) a commitment to community, (2) a commitment to the practical concerns of aspiring professional musicians, (3) a commitment to global awareness, (4) a commitment to social justice, and (5) a commitment to creative, self-driven student projects and practices.
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17

Chapman, Thandeka K. Social Justice Pedagogy Across the Curriculum. Routledge, 2010. http://dx.doi.org/10.4324/9780203854488.

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18

Bradley, Deborah. Standing in the Shadows of Mozart. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0011.

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This chapter addresses the need for curricular change in higher education from a social justice perspective grounded in an antiracism discursive framework and focuses on music teacher education in large public and private university settings. After a brief discussion of the antiracism framework, I look at some of the historical and current impediments to change unique to music teacher education through a discussion of how those impediments may be reflective of a culture of whiteness in post-secondary institutions. Racial assumptions underlie classical music studies in higher education; those assumptions manifest themselves in our behaviors, educational processes, and educational products. The chapter concludes with several examples of program revisions in music education that have begun to address the types of changes necessary for developing pedagogies of social justice for music teacher education—to move music studies in higher education out of “the shadows of Mozart” and into the twenty-first century.
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19

Santone, Susan. Reframing the Curriculum. Routledge, 2018.

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20

Catling, Simon. Curriculum contested: Primary geography and social justice. Oxford Brookes University, 2003.

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21

Knowledge And The Future School Curriculum And Social Justice. Bloomsbury Publishing PLC, 2014.

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22

Timothy, McElwee, ed. Peace, justice, and security studies: A curriculum guide. 7th ed. Boulder, Colo: L. Rienner Publishers, 2009.

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23

God of Justice: The IJM Institute Global Church Curriculum. IVP Connect, 2015.

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24

Santone, Susan. Reframing the Curriculum: Design for Social Justice and Sustainability. Taylor & Francis Group, 2018.

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25

Quinn, Mary, and Molly Quinn. Theorizing Justice and Justly Theorizing in Education: Exploring Contributions from Curriculum Studies. Taylor & Francis Group, 2020.

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26

van, Berkum Carla, Gray Kaaren St Armour, National Council of the Churches of Christ in the United States of America. Office on Global Education., and University of Denver. Center for Teaching International Relations., eds. Children hungering for justice: Curriculum on hunger and children's rights. Baltimore, Md: Office on Global Education, 1990.

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27

Aronson, Brittany, and Thomas S. Poetter. Teacher Leadership for Social Justice: Building a Curriculum for Liberation. Cognella Academic Publishing, 2017.

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28

Teacher Leadership for Social Justice: Building a Curriculum for Liberation. Cognella, 2021.

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29

Dienelt, Anne. ‘After the War is Before the War’. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198784630.003.0018.

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This chapter draws the bow between preventive measures under IHL and their relevance in a post-conflict situation regarding environmental protection. The author analyses the training of forces, the marking of protected zones and the weapons review according to Article 36 of Additional Protocol I. Since IHL provisions and principles protecting the natural environment are of relevance for the training of forces and the weapons review, they are briefly summarized as well. But do these preventive measures also impact post-conflict situations? The author studies post-conflict assessments of the environment. These can result in an updating of military manuals and military curricular relating to the training of forces. A monitoring of the conduct of hostilities can also influence the weapons reviews (including weapons instructions), leading to updating them by using the lessons learned extracted from the war theatre. Protected zones can also be assessed post-conflict, resulting in the conclusion of peace agreements including demilitarized zones detached from Article 60 AP I. To restore justice after war, post-conflict assessments of the environment can thus be a useful tool. The legal bases for this assertion are assessed in this chapter.
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30

Leydens, Jon A. Engineering justice: Transforming engineering education and practice. 2018.

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31

Lucena, Juan C., and Jon A. Leydens. Engineering Justice: Transforming Engineering Education and Practice. Wiley & Sons, Incorporated, John, 2017.

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32

Lucena, Juan C., and Jon A. Leydens. Engineering Justice: Transforming Engineering Education and Practice. Wiley & Sons, Incorporated, John, 2017.

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33

Klugman, Craig M., and Erin Gentry Lamb, eds. Research Methods in Health Humanities. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190918514.001.0001.

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Research Methods in Health Humanities surveys the diverse and unique research methods used by scholars in the growing transdisciplinary field of health humanities. Appropriate for advanced undergraduates but nuanced enough to engage more seasoned students and scholars, this volume is an essential teaching and reference tool for health humanities teachers and scholars. Health humanities is a field united by its commitment to social justice; it recognizes the importance of applying expertise to real-world concerns and of creating research that translates back in meaningful and useful ways to participants and communities. The chapters in this field-defining volume reflect these values through research approaches to examining the human aspects of health and healthcare that are critical, reflective, textual, contextual, qualitative, and quantitative. Divided into four sections, the volume demonstrates how to conduct research on texts, contexts, people, and programs. Readers will find research methods from traditional disciplines adapted to health humanities work, such as close reading of diverse texts, archival research, ethnography, interviews, and surveys. The book also features transdisciplinary methods unique to the health humanities, such as health and social justice studies, digital health humanities, and community dialogues. Each chapter provides learning objectives, step-by-step instructions, resources, and exercises, with illustrations of the method provided by the authors’ own research. An invaluable tool in learning, curricular development, and research design, this volume provides a grounding in the traditions of the humanities, fine arts, and social sciences for students considering healthcare careers and also provides useful tools of inquiry for everyone, as we are all future patients and future caregivers of a loved one.
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34

Coleman, Sheila. Social Justice Curriculum: Empowering Youth to Lead Educational Change at Sacramento High School. LAP LAMBERT Academic Publishing, 2011.

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35

(Editor), International Justice Mission, ed. The Justice Mission Curriculum Kit: A Video-enhanced Curriculum Reflecting the Heart of God for the Oppressed of the World. Zondervan, 2007.

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36

Ruth, Kroll Linda, ed. Teaching as principled practice: Managing complexity for social justice. Thousand Oaks, Calif: Sage Publications, 2005.

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37

Kroll, Linda R., Tomas Galguera, Anna Ershler Richert, Philip L. Tucher, Ruth Cossey, David M. Donahue, and Vicki Kubler LaBoskey. Teaching as Principled Practice: Managing Complexity for Social Justice. Sage Publications, Inc, 2004.

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38

Kroll, Linda R., Tomas Galguera, Anna Ershler Richert, Philip L. Tucher, Ruth Cossey, David M. Donahue, and Vicki Kubler LaBoskey. Teaching as Principled Practice: Managing Complexity for Social Justice. Sage Publications, Inc, 2004.

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39

Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth. Teachers College Press, 2016.

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40

Teaching justice: A research and conference report on contemporary social issues in the curriculum. [Dublin]: Network of Curriculum Development Units in Development Education, 1998.

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41

1949-, Allen Louise Anderson, and Curriculum and Pedagogy Conference (3rd : 2002 : Decatur, Ga.), eds. Curriculum and pedagogy for peace and sustainability: Papers from the 3rd Annual Curriculum & Pedagogy Conference, Decatur, Ga., Oct. 2002. Troy, N.Y: Educator's International Press, 2003.

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42

Dimensions of justice and peace in religious education. Washington, D.C: National Association of Parish Coordinators/Directors of Religious Education, 1989.

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43

Carey, Loretta. Dimensions of Justice and Peace in Religious Education. National Catholic Educational Association, 1989.

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44

Luke, Allan, Annette Woods, and Katie Weir. Curriculum, Syllabus Design and Equity: A Primer and Model. Taylor & Francis Group, 2012.

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45

Luke, Allan, Annette Woods, and Katie Weir. Curriculum, Syllabus Design and Equity: A Primer and Model. Taylor & Francis Group, 2012.

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46

Luke, Allan, Annette Woods, and Katie Weir. Curriculum, Syllabus Design and Equity: A Primer and Model. Taylor & Francis Group, 2012.

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47

Curry-Stevens, Ann Caroline. Pedagogy for the privileged: Building theory, curriculum and critical practices. 2005.

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48

Gail, Bush, ed. School libraries in action: Civic engagement, social justice, and equity introduction. Chicago, Ill: American Library Association, 2009.

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49

Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies). Routledge, 2004.

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50

Kumashiro, Kevin. Against Common Sense: Teaching and Learning Toward Social Justice (Reconstrucing the Public Sphere in Curriculum Studies). Routledge, 2004.

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