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Eijkman, Henk, and n/a. "Online learning as curricular justice? A critical framework for higher education." University of Canberra. Professional & Community Education, 2003. http://erl.canberra.edu.au./public/adt-AUC20060308.161006.
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This thesis aims to contribute to the optimising of the educational engagement of low socio-economic and other historically underrepresented populations in undergraduate, web-based distance learning in higher education. It establishes, through theoretical and philosophical argument, the value of a participative justice approach to equity, a social constructionist epistemological framework for curricular praxis, and a relational conceptualisation of networked computing. The project to re-map the terrains of equity, curricular practice, and web-based distance learning in higher education emerges out of a realisation that current maps are restrictive, epistemologically flawed, and theoretically deficient, thereby inhibiting the educational engagement of disadvantaged students and obstructing systemically equitable outcomes. Without a new curricular map web-based distance learning is likely to maintain, if not exacerbate, distance education�s historic record as having the highest levels of inequitable outcomes in higher education. In response, the thesis, taking a critical social constructionist stance, problematises current equity, curricular practice, and networked computing discourses in relation to culture, power, and politics. As a critical postmodernist counter-narrative, the thesis proposes paradigm shifts from an access to a participative approach to equity, from an individual to a social learning model for curricular practice in distance education, and from a technocratic to a relational conceptualisation of networked computing. Web-based distance education is positioned as a site of contestation where the need for equity is greatest and the implementation of a new model of curricular practice is most likely to succeed since web-based distance learning is still a newly emerging mode of study in which academics are themselves newcomers in search of effective curricular practices. This leads to the development of �Critical Interdependent Acculturation� as a �next generation� social constructionist curricular practice for web-based distance learning.
Having established the capacity of networked computing to sustain such a curricular practice, this thesis offers academics a new conceptual architecture, �Imaginative Designs for Equitable Achievement of Learning� (IDEAL) to optimise the educational engagement of all students in web-based distance learning in higher education, but especially for those least advantaged. Accordingly, the thesis invites academics to re-evaluate their approach to equity, their epistemic assumptions and to transform rather than transfer old paradigm curricular practices in networked distance learning. The remapping of equity in web-based curricular practices undertaken in this thesis represents a significant contribution to knowledge. The study, by taking a critical postmodernist approach to class, power and social relations, addresses significant research gaps in its theoretical analysis of disadvantaged students in distance education, especially its web-based mode, in which these students are most at risk of educational disengagement. The study targets the operation of social power at the micro-level of curricular practices in higher education and shifts the web-based learning debate from technological access to equitable engagement in its social practices. The reconfiguration of curricular practices to transform the operation of power in mainstream programs positions this study as a groundbreaking project, and by arguing for a systemic curricular response geared towards equitable educational engagement, it affirms that curricular focused research is a significant factor in achieving equity in web-based higher education, rather than being peripheral to it.
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Rylander, Jonathan James. "COMPLICATED CONVERSATIONS AND CURRICULAR TRANSGRESSIONS:ENGAGING WRITING CENTERS, STUDIOS, AND CURRICULUM THEORY." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1491659752447516.
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Bocchini, Daniel. "Inclusão do estudante africano na Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB): perspectivas para um currículo contra-hegemônico." Universidade Nove de Julho, 2017. http://bibliotecatede.uninove.br/handle/tede/1612.
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The cultural multiplicity and, consequently, the encounter as the other are marks of the contemporary society. In this way, social environments are characterized by the encounter and the dispute of certain meanings. Seeking to understand this scenario becomes fundamental for building fairer and more democratic social spaces, since the subaltern condition with which certain social groups are treated in the various sectors, including education, is remarkable. Analyzing this marginalization, the issue of Afrodescendants acquires relevance due to its historical struggle for recognition in society and also in the educational system. In order to reverse this situation, some affirmative actions were adopted to reduce racial inequality (quotas policy, exemption from the entrance fee, entrance fees, etc.). Also, in the last years, universities have been instituted in Brazil that are being denominated of alternatives or popular, in that they present differences with respect to the so-called traditional or classic universities. With this in mind, in 2010, the University of International Integration of Afro-Brazilian Lusophony (UNILAB) was created, located in the municipality of Redenção, in the state of Ceará. Considering these questions, the present research aimed to reveal how the inclusion of Afro-descendant students in UNILAB is operationalized, considering the curricular construction and perception of the students themselves. Through the use of interviews and questionnaires with the pro-rectors, coordinators, professors and students, we can consider that UNILAB is still a long way from considering a university that includes this population. Due to its recent birth, we consider of great importance the development of new research that contributes to the maturation of this institution.
La multiplicidad cultural y, en consecuencia, el terreno de juego como los otros son marcas registradas de la sociedad contemporánea. Por lo tanto, los entornos sociales se caracterizan por la reunión y la disputa determinados significados. Trate de entender este escenario se convierte en esencial para construir más justa y democrática espacios sociales, ya que es notable la condición subalterna que ciertos grupos sociales se tratan en diversos sectores, como la educación. El análisis de esta marginación, la cuestión de ascendencia africana se convierte en relevante debido a su lucha histórica por el reconocimiento en la sociedad y el sistema educativo. Para revertir esta situación, se tomaron algunas medidas positivas para reducir esta desigualdad racial (política de cuotas, la exención en la cuota de inscripción en la entrada, etc. abarrotar popular). Además, en los últimos años se han establecido en las universidades de Brasil de ser llamado alternativa o popular medida en que difieren en cuanto a las universidades tradicionales o clásicos dicho. Con ese fin, en 2010, se creó la Universidad de Integración Internacional africanos de habla portuguesa-brasileña (UNILAB), ubicada en el municipio de la redención, en el estado de Ceará. Teniendo en cuenta estas cuestiones, el presente estudio tuvo por objetivo conocer cómo poner en práctica la inclusión de los estudiantes afrodescendientes en UNILAB teniendo en cuenta el desarrollo curricular y la percepción de los propios estudiantes. Mediante el uso de entrevistas y cuestionarios a los pro-rectores, ingenieros, profesores y estudiantes podemos considerar que UNILAB aún está lejos de considerar una universidad que incluye esta población. Dependiendo de su nacimiento reciente, consideramos muy importante el desarrollo de una nueva investigación que contribuye a la maduración de esta institución.
A multiplicidade cultural e, consequentemente, o encontro com o outro são marcas da sociedade contemporânea. Dessa maneira, os ambientes sociais caracterizam-se pelo encontro e pela disputa de certos significados. Procurar compreender esse cenário torna-se fundamental para construirmos espaços sociais mais justos e democráticos, visto que é notável a condição de subalternidade com que determinados grupos sociais são tratados nos diversos setores, inclusive na educação. Analisando essa marginalização, a questão dos afrodescendentes adquire relevância devido à sua histórica luta por reconhecimento na sociedade e também no sistema educacional. Para reverter esse quadro, algumas ações afirmativas foram adotadas a fim de diminuir a desigualdade racial (política de cotas, isenção na taxa de inscrição nos vestibulares, cursinhos populares etc.). Também, nos últimos anos foram instituídas no Brasil universidades que estão sendo denominadas de populares, na medida em que apresentam diferenças relativamente às universidades ditas tradicionais ou clássicas. Com esse intuito, no ano de 2010, foi criada a Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB), localizada no município de Redenção, no estado do Ceará. Considerando essas questões, a presente pesquisa teve como objetivo desvelar de que modo se operacionaliza a inclusão dos estudantes afrodescendentes na UNILAB, considerando a construção curricular e a percepção dos próprios estudantes. Por meio da utilização de entrevistas e questionários com pró-reitores, coordenadores, professores e estudantes podemos considerar que a UNILAB ainda está muito aquém de considerarmos uma universidade que inclui essa população. Em função do seu recente nascimento, consideramos de suma importância o desenvolvimento de novas pesquisas que contribuam para amadurecimento dessa instituição.
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Haro, Pérez Maria R. "Una proposta d’innovació curricular per treballar la justícia social a l’aula de secundària. Una reflexió sobre la pròpia pràctica." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/454812.
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El concepte de justícia social és tan antic com els éssers humans. Durant el segle XX teòrics com Rawls, Sen, Nussbaum, Frazer i Young han intentat assentar les bases del que ha de ser una societat justa des de diferents perspectives: la redistribució, el reconeixement i la participació.
Treballar en favor de la justícia social és una de les finalitats de l’ensenyament-aprenentatge de les ciències social, la geografia i la història, per al desenvolupament de la consciència ciutadana i del pensament crític i, té com a objectiu ajudar els joves a esdevenir ciutadans actius i compromesos en la societat.
La recerca que presentem és una proposta innovadora per treballar la justícia social a l’aula de secundària i una reflexió sobre la pròpia pràctica. Utilitzant com a fil conductor els Objectius de Desenvolupament del Mil·lenni i les temàtiques controvertides que aquests proposen, el treball parteix de la indagació sobre les representacions socials dels alumnes en relació a situacions d’injustícia social: la pobresa i la immigració. Analitza com els nois i noies les interpreten, d’on procedeixen les seves representacions, i quines propostes són capaços d’articular per solucionar-les.
A partir de la pròpia experiència personal i aliena, intentem esbrinar com els joves valoren el fenomen migratori i si aquest és considerat una injustícia social. L’estudi d’alguns aspectes relacionats amb la llei ens permet entendre com els joves es posicionen envers aquesta. Acabem l’estudi amb l’anàlisi de les representacions socials un curs després d’haver acabat el treball a l’aula, per veure com aquestes s’han transformat.
Es tracta, doncs, d’una recerca situada dintre del camp de la investigació educativa, emmarcada dins l’àmbit de la Didàctica de les Ciències socials, que té com a protagonistes 89 alumnes i una professora. Per a l’anàlisi de les dades s’ha utilitzat, fonamentalment, una metodologia qualitativa. Els instruments que s’han utilitzat per a la recollida de dades han estat: el qüestionari, el relat de vida, activitats d’aula i entrevistes en focus grup.
Les dades recollides i analitzades ens indiquen que els joves identifiquen la pobresa i la immigració com a situacions d’injustícia social, els canals d’informació que utilitzen per conèixer-les són, fonamentalment, els mass media; que els joves empatitzen més amb les persones pobres que amb els migrants; i que mostren una gran desconfiança envers la classe política i, com a conseqüència, també envers el sistema democràtic de l’Estat espanyol, quan opinen sobre la pobresa i la immigració.
Els processos migratoris portats a terme per les pròpies famílies no són considerats com una injustícia social, sinó com una oportunitat de millora econòmica i social. En relació amb la llei, les seves respostes evidencien el debat entre l’aspecte ètic i el legal. Alguns consideren que la llei d’estrangeria és una llei injusta, perquè no respecta els drets fonamentals de les persones. Majoritàriament, els joves consideren que Catalunya és un país acollidor on podran portar a terme el seu projecte de vida.
En les representacions inicials, el concepte de justícia social és associat amb el respecte dels drets bàsics de les persones i amb la necessitat d’una redistribució més igualitària de la riquesa. En les representacions finals, incorpora els principis d’igualtat, de llibertat i de solidaritat. En referir-se a la igualtat, adopta les tres dimensions de la justícia social: com a redistribució, com a reconeixement i com a participació.
La pràctica reflexiva ajuda el professor a trobar el fil conductor que dota de sentit l’ensenyament de les ciències socials i el fa adonar-se que els continguts a estudiar han d’estar contextualitzats perquè siguin significatius.El concepto de justicia social es tan antiguo como los seres humanos. Durante el siglo XX teóricos como Rawls, Sen, Nussbaum, Frazer y Young han intentado sentar las bases de lo que debe ser una sociedad justa desde diferentes perspectivas: la redistribución, el reconocimiento y la participación. Trabajar en favor de la justicia social es una de las finalidades de la enseñanza –aprendizaje de las ciencias sociales, la geografía y la historia, para el desarrollo de la conciencia ciudadana y del pensamiento crítico y, tiene como objetivo ayudar a los jóvenes a convertirse en ciudadanos activos y comprometidos en la sociedad. La investigación que presentamos es una propuesta innovadora para trabajar la justicia social en el aula de secundaria y una reflexión sobre la propia práctica. Utilizando como hilo conductor los Objetivos de Desarrollo del Milenio y las temáticas controvertidas que estos proponen, el trabajo parte de la indagación sobre las representaciones sociales de los alumnos en relación a situaciones de injusticia social: la pobreza y la inmigración. Analiza como los chicos y chicas las interpretan, de dónde proceden sus representaciones, y qué propuestas son capaces de articular para solucionarlas. A partir de la propia experiencia personal y ajena, intentamos averiguar cómo los jóvenes valoran el fenómeno migratorio y si éste es considerado una injusticia social. El estudio de algunos aspectos relacionados con la ley nos permite entender cómo los jóvenes se posicionan en relación a esta. Acabamos el estudio con el análisis de las representaciones sociales un curso después de haber terminado el trabajo en el aula, para ver cómo estas se han transformado. Se trata, pues, de una investigación situada dentro del campo educativo, enmarcada dentro del ámbito de la Didáctica de las Ciencias Sociales, que tiene como protagonistas 89 alumnos y una profesora. Para el análisis de los datos se ha utilizado, fundamentalmente, una metodología cualitativa. Los instrumentos que se han hecho servir para la recogida de datos han sido: el cuestionario, el relato de vida, actividades de aula y entrevistas en grupo. Los datos recogidos y analizados nos indican que los jóvenes identifican la pobreza y la inmigración como situaciones de injusticia social, los canales de información que utilizan para conocerlas son, fundamentalmente, los mass media; que los jóvenes empatizan más con las personas pobres que con los migrantes; y que muestran una gran desconfianza hacia la clase política y, como consecuencia, también hacia el sistema democrático del Estado español, cuando opinan sobre la pobreza y la inmigración. Los procesos migratorios llevados a cabo por las propias familias no son considerados como una injusticia social, sino como una oportunidad de mejora. En relación con la ley, sus respuestas evidencian el debate entre el aspecto ético y el legal. Algunos consideran que la ley de extranjería es una ley injusta, porque no respeta los derechos fundamentales de las personas. La mayoría de los jóvenes consideran que Cataluña es un país acogedor donde podrán llevar a cabo su proyecto de vida. En las representaciones iniciales, el concepto de justicia social es asociado con el respeto de los derechos básicos de las personas y con la necesidad de una redistribución más igualitaria de la riqueza. En las representaciones finales, incorpora los principios de igualdad, de libertad y de solidaridad. Al referirse a la igualdad, adopta las tres dimensiones de la justicia social: como redistribución, como reconocimiento y como participación. La práctica reflexiva ayuda al profesor a encontrar el hilo conductor que dota de sentido la enseñanza de las ciencias sociales y lo hace darse cuenta de que los contenidos a estudiar deben estar contextualizados para que sean significativos.
The concept of social justice is as old as human beings. In the 20th century, theorists like Rawls, Sen, Nussbaum, Frazer and Young have tried to lay the foundations of what should be a fair society from different points of view: redistribution, recognition and participation. Working in favor of social justice is one of the goals of teaching-learning of social sciences, geography and history, for the development of public awareness and critical thinking, and its main purpose is helping young people to become active citizens as well as committed to society. The research work we are presenting is an innovative approach to social justice work in the secondary school classroom and a reflection about our own practice. Using Millennium Development Goals and its controversial topics as a unifying thread, our project starts from the research on the social representations of students in relation to social injustice: poverty and immigration. It examines how boys and girls interpret them, where their representations come from and which proposals are able to articulate in order to solve them. Starting from their own personal experience and others, we try to find out how young people assess the migratory phenomenon and whether it is considered a social injustice. The study of some aspects related to law, allows us to understand how young people position themselves about it. We finish the study analyzing the social representations a year after finishing the classroom work, in order to see how these representations have changed. It is, therefore, a research placed within the field of educational investigation, framed in the sphere of Social Science Education, which has as main characters, 89 students and a teacher, during the period in which it took place. For the data analysis, a qualitative methodology has been used. The tools for data collection have been: questionnaires, life story, classroom activities and focus group interviews. The collected and analyzed data show that young people identify poverty and immigration as social injustice situations, and the information channels that they use to know them are basically the mass media; that young people empathize more with people who experience poverty than with those who are immigrants; and that they express great distrust towards political class and consequently towards the Spanish democratic system, when they give their opinion about poverty and immigration. Migration processes carried out by the family itself are not considered as social injustice, but as an opportunity to improve socially and economically. In relation to law, their answers highlight the debate between ethic and legal aspects. Some consider that immigration Law is unfair because it doesn't respect people's fundamental rights. Most young people believe that Catalunya is a welcoming country, where they can carry out their life project. In the initial representations, the concept of social injustice is associated with the respect for the basic rights of the people and with the need of a more egalitarian distribution of wealth. In the final representations the principles of equality, freedom and solidarity are added to this concept. Referring to equality, it takes the three dimensions of social justice: redistribution, recognition and participation. Reflexive practice helps the teacher to find the thread that gives meaning to the teaching-learning of social sciences and makes them aware that teaching needs to be contextualized to make it meaningful.
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Kadio, Kadio Eric. "Education, justice sociale et développement en Afrique de l'Ouest : une analyse multidimensionnelle de l'articulation des référentiels internationaux aux stratégies nationales." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0537.
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De la décennie 80 aux années 2000, la qualité de l’enseignement en Afrique subsaharienne s’est progressivement dégradée sous l’influence de multiples facteurs. Déjà caractérisés par un faible niveau d’efficacité interne, de scolarisation et d’acquis scolaires, eux-mêmes parsemés de disparités et d’inégalités, les transformations du secteur vont être accentuées par la hausse de la population scolarisable. Face à cette situation, les pouvoirs publics adopteront à l’aune de l’an 2000 une réforme des curricula par l’Approche Par Compétences (APC). Attachée à des enjeux de justice et d’amélioration des apprentissages, la mise en œuvre de l'APC n’a pas donné lieu à une large évaluation dans la littérature économique. C’est fort de ce constat, que cette thèse s’est fixée pour objectifs d’analyser son transfert et son impact par la comparaison des expériences ivoirienne et sénégalaise. Pour y parvenir, elle prend appui sur les mix methods. Aussi, les chapitres 1 et 2 identifient les caractéristiques et les particularités de chaque système, puis les déterminants et les enjeux de la réforme. Quant au chapitre 3, il analyse son transfert et son effectivité. A sa suite, le chapitre 4 évalue son impact sur les indicateurs d’efficacité interne et les acquis scolaires à travers un modèle multiniveaux. Les résultats obtenus suggèrent que l'APC ne permet pas d’expliquer l’amélioration de l’efficacité interne, qui a été le fait d'une révision des règles de régulation inter-cycles intervenue dans le cadre de la politique universelle d'éducation. Concernant la qualité des apprentissages, l’analyse économétrique corrobore l’évaluation qualitative du transfertFrom 1980 to 2000, the education quality in sub-Saharan Africa decreased gradually under multiple influence. Already characterized by a low level of internal efficiency, schooling and learning outcomes, themselves dotted with regional disparities, gender and unequal access, the transformations of the education sector will be accentuated by the rise in school-age population. To deal with this situation, Governments adopt a curriculum reform at the beginning of 2000 through the Skills-Based Approach.Attached to social justice issues and learning quality, the Skills-Based Approach’ implementation has not always been conducive to rigorous evaluation in the economic literature. Due this situation, our thesis tempts to analyze its transfer and impact by comparing the Ivorian and Senegalese experiences. To achieve this goal, our work has been based on mix methods. In doing so, chapters 1 and 2 successively identify each system particularities and then the curriculum determinants and main objectives. Consecutively, chapter 3 analyzes its transfer, articulation and effectiveness in each educational system, whereas Chapter 4 assesses its impact on internal efficiency and learning quality by a multilevel model.By comparing the results from each methods, we observe that the Skills-based Approach does not explain internal efficiency improvement, which is rather the consequence of inter-cycle transition rules revision. Concerning learning quality, the econometric analysis corroborates the transfer assessment, and suggests a new approach to educational product quality: it insists to pay particular attention to the way in which educational policy is conceived and disseminated
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Watt, Diane P. "Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19973.
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Muslims have the starring role in the mass media’s curriculum on otherness, which circulates in-between local and global contexts to powerfully constitute subjectivities. This study inquires into what it is like to be a female, Muslim student in Ontario, in this post 9/11 discursive context. Seven young Muslim women share stories of their high schooling experiences and their sense of identity in interviews and focus group sessions. They also respond to images of Muslim females in the print media, offering perspectives on the intersections of visual media discourses with their lived experience. This interdisciplinary project draws from cultural studies, postcolonial feminist theory, and post-reconceptualist curriculum theorizing. Working with auto/ethno/graphy, my own subjectivity is also brought into the study to trouble researcher-as-knower and acknowledge that personal histories are implicated in larger social, cultural, and historical processes. Using bricolage, I compose a hybrid text with multiple layers of meaning by juxtapositing theory, image, and narrative, leaving spaces for the reader’s own biography to become entangled with what is emerging in the text. Issues raised include veiling obsession, Islamophobia, absences in the school curriculum, and mass media as curriculum. Muslim females navigate a complex discursive terrain and their identity negotiations are varied. These include creating Muslim spaces in their schools, wearing hijab to assert their Muslim identity, and downplaying their religious identity at school. I argue for the need to engage students and teacher candidates in complicated conversations on difference via auto/ethno/graphy, pedagogies of tension, and epistemologies of doubt. Educators and researchers might also consider the possibilities of linking visual media literacy with social justice issues.
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Fisher, S., H. Anderson, A. Eldaba, and Natalia Ward. "Social Justice Literature and LAT Diversity Committee Grant." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5951.
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Moonsamy, Maistry S. "Foregrounding a social justice agenda in economic education : critical reflections of a teacher education pedagogue." Journal for New Generation Sciences, Vol 10, Issue 2: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/610.
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Published ArticleSocial justice as a higher education project in South Africa has been a subject of intense debate mainly at institutional level, with considerable time and energy devoted to how such projects should take shape. There is, however, a need for a more profound understanding of how such an agenda plays itself out at classroom level. By engaging a self-study methodology, I argue for how the critical spaces that comprise a teacher education pedagogy curriculum can be effectively harnessed to foreground issues of social justice. I proceed to theorise an integrated social justice model for a pedagogy curriculum by demonstrating how the social justice teacher education pedagogue, a social justice pedagogy and a social justice troubling of disciplinary knowledge is likely to shape the social justice dispositions of the imagined student teacher.
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Murch, Patrick Frank. "Development of a curriculum for a 24-hour introduction to criminal justice course." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1773.
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This project analyzed the materials and training currently being taught in a 8 hour history and principles of law enforcement course at the San Bernardino County Sheriff's Department Training Academy, in conjunction with San Bernardino Valley College.
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Trewby, James. "Journeys to engagement with the UK global justice movement : life stories of activist-educators." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021704/.
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This thesis explores how individuals in the UK come to and sustain engagement with global justice issues (such as poverty, development and human rights). It responds to a scarcity of relevant research and a stated desire for greater understanding from those involved in development education and related areas. Relevant literature is used to develop: a working definition of the UK Global Justice Movement; a new conceptual framework for understanding forms of engagement; a ‘route map’ summarising knowledge about individuals’ journeys to engagement; and an understanding of current practice and debates in development education and related fields. Using narrative research techniques, the study then presents five individuals’ life stories with respect to engagement with global justice issues. The respondents come from a range of backgrounds and utilise a number of different forms of engagement, but all act in some way as educators/multipliers of engagement. Their stories are analysed using two different ‘lenses’: together, considering themes relevant to development education, and separately, investigating how concepts related to identity (Social Identity Theory, Identity Theory and Narrative Identity) can be used to understand individuals’ engagement. This analysis includes discussion of: the places in which learning happens; debates concerning learning, criticality and visits overseas; the extent to which respondents might be understood to be development educators themselves; roles they have played; the in- (and out-) groups mentioned; and the various sources of narrative available to each of them over the course of their journeys to and within engagement. Finally, the thesis suggests implications for researchers, policy makers and practitioners. This includes: future use of the concepts developed; further exploration of the potential learning value of ‘low cost’ forms engagement; supporting individuals to engage with different organisations and issues ‘across’ the movement; and, considering possibilities for work with families and faith groups.
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Fisher, Stacey J. "Using Multilingual Multicultural Children's Literature to Promote Social Justice." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4691.
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Moran, Renee Rice, Monica Billen, and Karin J. Keith. "Using Text Sets to Incorporate Social Justice and Globalization in the Literacy Classroom." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/992.
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With Common Core State Curriculum, surface level comprehension of a text will no longer suffice. Attendees of this session will acquire information about how to use text sets and children's literature to expose students to social justice and globalization and encourage critical thinking about the issues in a text. Several practical strategies will be provided which support social justice education as well as digging deeply into a text and citing evidence. These strategies include: implementing a book pass for multiple exposure to text, taking on multiple perspectives when reading a text, book clubs focused on critical thinking, and moving from a localized to a global perspective.
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Barkley, Sara. "A Curriculum Creation For Revolutionary Change: Using Diverse Mentor Text To TeachLiterary Elements Through A Social Justice Lens." Otterbein University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1618081407754587.
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Moran, Renee Rice. "Examining Social Justice Issues in Eight Children’s Picture Books." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3611.
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au, H. Hatchell@murdoch edu, and Helen Hatchell. "Masculinities and Whiteness: The Shaping of Adolescent Male Students' Subjectivities in an Australian Boys' School." Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20041014.140411.
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In my thesis I explore way in which adolescent male students negotiate and interrogate discursive ideologies relating to hegemonic masculinities and to the normality of "whiteness", specifically within one English classroom in an Australian private single sex boys school in Perth, Western Australia. A feminist poststructuralist theoretical framework is employed to explore how gendered and racialized positions available to adolescent males contribute to the shaping of their subjectivities, and how the social constructions of masculinities and femininities contribute to the ways in which adolescent males represent themselves. A quantitative approach, which included individual classroom observations, questionnaires and interviews, provided me with tools essential for examining the complexities of the effects of social constructs such as gender, sexuality and ethnicity on masculinist positionings at school. The study reveals the complexities surrounding discourses of hegemonic heterosexual masculinities and privileges of whiteness on the situationally specific formation and negotiation of subjectivities in adolescent males lives in one school.
Central findings of the study show that adolescent males in this single sex boys school easily maintained socially constructed ideas surrounding the feminisation of females and masculinization of males, with notions of homophobia embedded in discourses of hegemonic masculinities. A resistance to alternative masculine discourses shows the impact and maintenance of hegemonic heterosexual masculinities for adolescent males. However, through the use of particular texts, female teachers in the all boys classroom were able to open up spaces for male students to interrogate hegemonic forms of masculinities, to interrogate power relationships, and to access alternative masculinities. Ina similar vein, my findings show how easy it is for students to ignore social injustices in relation to racism and stereotyping of Indigenous Australians, and to retain notions that reinforce these injustices.
A major conclusion of the study is that social injustices are easily maintained through educational institutions as active agents of reinforcing ideas and ideologies, particularly when changes mean disruption of privileges, such as privileges associated with hegemonic masculinity or with whiteness. Although this study was conducted within a middle class milieu, and thus the students were from an advantaged position in life, this does not justify their ignorance of issues of social justice. Indeed, the findings highlight the importance of this kind of critical approach with middle class boys in single sex schools. Important implications of this study are that findings contribute to the discovery of ways of changing deeply ingrained ideologies such as perceived gender dichotomies, the masculinization of males and the feminisation of females. My findings also contribute to ways in which privileges, such as whiteness, can be deconstructed and interrogated by those in privileged positions. My findings have potential significant implications for pedagogical practices. Education provides a means by which tools can be utilized to deconstruct and interrogate notices which maintain privileges, and in the study particularly white male privileges. Within the educational systems, an understanding relating to how subjectivities are shaped within a classroom setting will also lead to greater educational insights into how specific texts and classroom interactions affect students self representation and understanding. Thus a gender equity and social justice curriculum committed to interrogating the ways in which male students subscribe, invest and negotiate hegemonic masculinities in advocated and has particular relevance to those males already in privileged class positions in terms of working towards a more socially just society.
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Bradley, Willie Howard. "Effect of the Criminal Justice Curriculum on the Attitudes of 12th-Grade Students Toward the Police." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2638.
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While the use of criminal justice courses and law-related education programs have been shown to serve as a crime prevention and deterrence mechanism against school crime and violence, and help students to gain positive experiences and attitudes toward law enforcement, many high schools still do not offer criminal justice courses. The purpose of this quasiexperimental study was to compare the attitudes of 12th-grade students from a school district in Massachusetts who took a criminal justice course to 12th-grade students from another school district in Massachusetts who did not to determine if there is a statistically significant difference between the groups. Reisig and Park's experience with police model guided this study. Data were collected using Hurst's survey with a purposive sample of 60 12th-grade students who were 18 years of age or older and 8 students who were below the age of 18 from two school districts in Massachusetts. Data were analyzed using two sample t test and one-way analysis of variance. Results indicated that there was no significant difference (p > .05) in 12th-grade students' attitudes toward the police between students who have taken a criminal justice course and students who have not, and no significant difference (p > .05) between male and female 12th-grade students' attitudes toward the police. A criminal justice course did not have an effect on student's attitudes toward the police, but other law-related education programs or students' contact with the police should be further investigated. The implications for positive social change are directed toward school district leaders to continue to look for ways to improve juveniles' attitudes toward police, but a course in the middle and high school curricula may not be the best way to spend those limited resources.
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Park, Sung Choon. "Teachers' perceptions of teaching for social justice." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211568529.
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Lyons, Reneé C. "The Jane Addams Book Award: Peace and Social Justice Characterized." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2369.
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Searching for materials addressing the social issue concerns of a specific era, including our own? Need materials which promote social justice, equality, and personal responsibility? Ease the search via Jane Addams Children’s Book winning titles, receiving associated database instruction, collaborative lesson plans and discussion guides.
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Duncan, Joyce Denise. "Historical Study of the Highlander Method: Honing Leadership for Social Justice." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/996.
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Waging war against economic, political and social inequity, Highlander, founded in 1932 in Monteagle, Tennessee, near Chattanooga, served as a community-training center for southern industrial labor and farmers’ unions and as a major gathering place for black and white civil rights activists, even in those days when such activity was illegal. Teachers at Highlander believed in the capacity of people to educate and to govern themselves. Humanitarians or communitarians, those working at Highlander were concerned with the interrelated systems of class and race, which, they felt, consistently enabled a small segment of the population to exploit, dominate and oppress others.
This work explores whether or not there was a factor in the Highlander pedagogy that encouraged activist involvement and delves into participant assessment of Myles Horton as a charismatic leader. Although a variety of sources mention Highlander School or Myles Horton, little material exists that examines the relationship, if any, between the pedagogy or methodology used at Highlander and the leadership that emerged from the workshops. This study endeavors to fill that gap by using historical records, interviews of participants and anecdotal evidence to reveal a connection between Highlander, activism and charismatic leadership.
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Ward, Natalia A., Silva A. C. da, S. Fisher, and E. Sherwood. "Using Diverse Literature to Promote Social Justice and Amplify Student Voices." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3139.
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Boyd, Joni Etta. "A Multicultural and Social Reconstructionist Approach to Art Education: A Framework for Social Justice through Art Curriculum." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1304434369.
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Kocsis, Tiffani. "A Critical Analysis of Sexuality Education in the United States| Toward an Inclusive Curriculum for Social Justice." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261402.
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Sexuality education in public schools in the United States excludes a large population of students. These exclusions are due to a long history of legal and economic battles, as well as the politicized nature of adolescent sexuality. This critical interpretive inquiry explored the long history of sexuality education through the lens of economics, law, and psychological paradigms and examined the way in which each of these lenses furthered the exclusion of nonheterosexual males in curricula. Using a framework comprised of critical feminist theory, critical pedagogy, and queer theory, this manuscript provides an understanding of the social structures of sexuality education and how they continue to marginalize students labeled as “other.” Using critical discourse analysis, this study reviewed legal and political documents, state and private curricula, and works in the sociology and psychology fields.
The outcomes of interpretive research do not lend themselves to specific answers, but to a greater understanding of the experience of marginalized individuals and the structures in place that keep this experience intact. Through a critical review of current programming initiatives, recommendations are made to continue moving toward a more gender- and identity-inclusive sexuality education curriculum. These recommendations, which are grounded in current legal and economic requirements, include teacher certification requirements, implementation of the Advocates for Youth 3Rs curriculum, utilization of a rights-based approach to program design, and adoption of national sexuality education by the Department of Health and Human Services, rather than by the Department of Education.
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Alger, Renée J. "A Comparison of Restorative Justice Ideology Between Administrators, Teachers, and Parents." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5967.
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Researchers suggest that restorative justice processes in schools are a successful alternative to traditional punishments for school discipline, and are used for both reactive and proactive responses to behavior issues. However, the processes are not sustainable if the administration implementing restorative justice do not promote a restorative justice ideology (RJI), and if all systems that impact the student are not aligned. Therefore, study was conducted to compare the level of restorative justice ideology between groups of administrators, teachers, and parents with a validated restorative justice ideology survey instrument that includes cooperation, restoration, and healing, and an accumulative score for RJI as a whole. Data were collected and analyzed with a One-Way ANOVA test at a selected convenience sample of 45 schools in a Western state. Using the theories of restorative justice, pedagogy, and Bronfenbrenner's ecological systems model, the comparison of ideologies between these groups indicated a statistically significant difference between administrators and parents in the restorative justice ideology belief of restoration, and in the overall belief of restorative justice ideology, showing a lack of alignment. The findings can impact social change by the identification of barriers in sustainable implementation of restorative justice in schools. The findings can also be used to suggest an evidence-based model that includes parents and families in all stages of planning, implementation, and continued practice, along with consideration that restorative justice is a belief system rather than a behavior intervention.
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Fine, Sarah M. "Struggling Toward Humanization: Restorative Justice, Deeper Learning, and the Pursuit of Transformed Relationships at an Urban Charter School." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052844.
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As the twenty-first century hurtles forward, a growing number of American schools have set their sights on ambitious instructional goals—goals which go beyond basic literacy and numeracy to involve “deeper” competencies such as critical thinking and creative problem-solving. At the same time, in response to data demonstrating that youth of color tend to experience disproportionate rates of detention, suspension, and expulsion, many schools are also striving to replace zero tolerance policies with more equitable and inclusive approaches to discipline. In this dissertation, I focus on a former “No Excuses” charter school which recently made commitments to both of these aspirations. Specifically, I employ a range of ethnographic methods to explore and narratively interpret the work of a group of leaders who are engaged in an effort to transform the teaching, learning, and broader culture of their four-campus school in light of its new vision—a vision which marries the goal of supporting deeper learning in classrooms with the goal of reorganizing school culture around the philosophy and practices of restorative justice. Taking a phenomenological approach, I focus on the experiences and sense-making of these leaders as they strive to enact this new vision through their work with each other, with teachers, and with students. The study sheds light on the affordances and dilemmas associated with applying the restorative justice framework to situations of leadership as well as to instances of instructional practice. More broadly, it suggests that successfully transforming schools into more equitable, humanizing, and intellectually vital institutions requires educators to conceptualize culture and instruction as interrelated and mutually supportive entities—an argument which challenges some of the dominant perspectives and structures in the field.
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Phillips, Ted P. "Public safety curricula in American community colleges: Programs, problems, and prospects." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4805/.
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This study explored public safety programs in publicly controlled American community colleges. The need for accurate and complete information in an era of homeland security and defense is paramount as government, education, the private sector, and the citizenry interact to ensure a safer nation. The general purposes of this study were to compile current descriptive information on public safety programs and curricula in America's publicly controlled community colleges, and to identify problems and prospects inherent in the administration of these programs. Information is critical as community colleges continue to struggle with decreased funding and seek alternative sources of revenue. Community colleges represent a tremendous network for course delivery, such as homeland security training, but struggle to obtain the attention or the funding from the federal government. A review of pertinent literature provided the foundation of a 100-item survey questionnaire that was mailed to a random sample of 200 public safety administrators at American community colleges. The study also included a review of archival data to further describe the programs. Of the 200 instruments sent, 97 (48.5%) were completed, returned, and useable. From the literature, the survey results, and the archival data, a comprehensive list of community colleges with public safety programs was constructed. The composition of the curricula was investigated, and problems and prospects were identified. The study includes conclusions and recommendations, which were based on all sources of information used in the study.
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Meier, Lori T. "Preparing Culturally Responsive Teachers in Rural Appalachia: Encapsulated Cultures of Conservative Evangelicalism and Perceptions of Pre-Service Teachers Towards Creating Social Justice Classrooms." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/5913.
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Moran, Renee Rice, Karin Keith, and Monica Billen. "Teaching Toward Social Justice Using Text Sets as Mirrors and Windows for Local, National, and Global Issues." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/979.
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The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P‐12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.
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Chronis, Steven A. "An analysis of the need for a fitness component to be included in the curriculum in the Criminal Justice Program at Chippewa Valley Technical College." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009chroniss.pdf.
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Strachan, Martha Kirkland Goldstein Naomi E. Sevin. "The development of a theory-based, Miranda Rights educational curriculum : are there cognitive developmental limitations to legal learning? /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/2908.
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Falkenstein, Robert N. "Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1193089500.
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Ammon, Linnea. "Decolonising the University Curriculum in South Africa : A Case Study of the University of the Free State." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-88994.
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In the aftermath of the 2015-2016 student protests on South African university campuses, many universities are struggling with how to respond to the demands put forward by students to end epistemic violence and decolonise curriculum. The following research is an abductive case study, investigating the process of decolonising curriculum in higher education at the University of the Free State in South Africa through the perspectives of staff and lecturers. The views of staff and lecturers are captured through 12 semi-structured interviews and analysed with the help of a framework by Jansen (2017a), based on six conceptions of decolonisation. The findings reveal that the UFS appears to be taking an approach to decolonising the university curriculum that primarily is concerned with adding on to curriculum or placing Africa at the centre. In taking these approaches, the university risks implementing changes that will result in superficial changes, instead of seeing curriculum as a strand influenced by many other equally important issues which indirectly can assist in decolonising it. Moreover, decolonial changes at the UFS are found to be slow and despite some important progress, the question remains if it is deep enough to truly move towards a genuine epistemic openness. Regarding decolonial teaching methods, findings demonstrated incredibly diverse understandings among the informants, indicating that the UFS has not clearly communicated a way forward. Finally, the interviews revealed that the majority of the informants did not feel confident to teach in a decolonial way. If a decolonial pedagogy is essential for the curriculum to be decolonized, as is argued in earlier literature, then the sample group in this study indicates that most lecturers at the UFS are not well prepared to respond to this. The study concludes that achieving a decolonised curriculum at the UFS is something which cannot be accomplished at a moment but the findings indicate that there are some progressive forces around the university which may speed up transformation. The study further concludes that the paper has reached some insights on barriers to transformation and the challenges that lay ahead for academics if the university is to truly decolonise the university curriculum.
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Ondrik, Kimberley. "To inspire social justice and school transformation : what is the lived curriculum we have co-created at the community school?" Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58371.
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This study seeks to inspire innovative practice in teaching that can inform the design of 21st century learning environments, a need that prescriptive pedagogy and one size fits all methods do not address though they remain the dominant discourse and practice. This study takes a mindful stance, providing data with soul, to stimulate conversations among teachers, parents, the school system, and the community towards the goal of school transformation.
The Community School (VCS) was the research site for this study. The life of VCS was documented over the period of its inaugural year using Practioner inquiry and Portraiture. This study of living utilized classroom artifacts, audio-recordings, field notes, open-ended responses and student journal writing, interviews, a research journal and photographs. The synthesis of all this data went through several inductive processes, for both teachers and students.
This study intersects theory, research, and practice—an illustrative example of emergent, responsive, and co-created curriculum. It unpacks and connects notions such as reverence, mindfulness, social justice, student-centred learning, and living curriculum that embody both relational epistemology and social justice rooted in community. It recognizes the unpredictable complexity of authentic growth and the reality that knowledge is provisional, textual, multiple, and never finished or complete. The Community School is becoming an example to other educators in British Columbia of how really trusting in principles of learning like patience and time stimulates deep root, whole-person growth and fruitful thinking that sustains itself.
Though the work of this study is nested in the particulars of VCS—one school of 56 students in grades 7-9— and therefore cannot be generalizable, it concludes that in order for 21st century practices to take root there is a need for an educational culture that is non-judgmental, reverential, and openly supportive of diverse ways of being and doing in the world. To this end, this study also concludes that the enthusiasm of this practitioner researcher for lived curriculum must be tempered in order for threatened yet curious colleagues to feel safe entering into conversations about the educational possibilities of VCS as one example that holds the potential for school transformation.Education, Faculty of (Okanagan)
Graduate
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Lanson, Logan J. "Sell, Sell, Sell, An Exploratory Analysis of Criminal Justice Education and the Shift to Consumerism." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1585826005246563.
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Dwight, James Scutt III. "Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/11132.
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Hyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.Ph. D.
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Jenkins, Jennifer N. "Student Learning Assessment in the Social Sciences: Establishing A National Baseline for Criminal Justice Programs." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1945.
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Menard, Charlene. "La laïcité au collège : les pratiques enseignantes de renormalisation du curriculum prescrit : déplacements et hybridation des conceptions de la laïcité." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2083.
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Depuis la fin des années 1980, la laïcité a été placée au coeur des valeurs à transmettre à l’école, jusqu’à devenir un enjeu fondamental dans la formation des élèves. Cependant, l’institution, des responsables politiques, des médias évoquent encore des entorses à la laïcité dans certains établissements scolaires. Les injonctions politiques et les dispositifs institutionnels visant la défense de la laïcité ne semblent donc pas apaiser les tensions. L’école de la République serait toujours en difficulté face à la « menace du communautarisme » et aux « atteintes à la laïcité ». Comment comprendre la réalité du travail enseignant dans ce contexte ? Quelles peuvent être les tensions, les difficultés, dans la mise en œuvre des prescriptions ? Dans le cadre d’une approche socio-historique et d’analyse du travail, une enquête ethnographique a été menée pendant une année scolaire dans trois collèges publics. Ses résultats permettent d’avancer que les stratégies des enseignants pour surmonter les épreuves associées à la laïcité engagent des actions qu’ils justifient en référence à une diversité de modèles de justification. Les injonctions sont reconfigurées selon des logiques locales et individuelles, avec comme objectif le maintien de la paix scolaire et la réussite scolaire des élèves. La laïcité scolaire en situation apparaît sous une forme hybride qui s’inscrit dans une conception locale et situationnelle de la justice scolaire, en référence à différents principes de justice. Cela permet de défendre la thèse d’une hybridation située des principes de justice, ressources pour résoudre des difficultés mais aussi sources d’instabilité quand la renormalisation n’est pas fondée sur un débat professionnel permettant de stabiliser au moins temporairement des règles d’action communesSince the end of the 1980s, laïcité has been placed at the center of the values transmitted at school, and so become a fundamental issue in the training of students. However, alarming findings on school and infrigements of laïcité in some of them are still reported during political debates and in the media. Political injunctions aimed at defending laïcité do not seem to ease tensions. The school of the Republic would always be in difficulty in the face of the "threat of communitarianism" and "attacks on laïcité". How to understand the reality of teaching work in this context? What can be the tensions, the difficulties, in the implementation of prescriptions? To answer these questions, an ethnographic survey was conducted during one school year in three different public middle schools. The results of this survey make it possible to argue that teachers' strategies for overcoming the hardships associated with laïcité lead to justified actions, with reference to a variety of justification models that are characteristic of teaching work today. Injunctions are reconfigured according to local and individual logic, with the goal of maintaining school peace and student success. Scholar laïcité in a situation is therefore ahybrid form, strongly inscribed in a local and situational conception of school justice, and, in reference to different principles of justice. This makes it possible to defend the thesis of a hybridization based on the principles of justice, resources for solving difficulties but also sources of instability when renormalization is not based on a professional debate allowing at least temporary stabilization of the common rules of action
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Franco, Zilda Gláucia Elias. "Um olhar sobre as escolas localizadas no campo do município de Humaitá (Sul do Amazonas): em busca da justiça curricular." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21370.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
This thesis, entitled A look at schools located in the Municipality of Humaitá (Southern Amazonas): in search of curricular justice, sought to build collective understandings about curricular practice in dialogue with teachers and managers of schools located in the field and with the managers of the network of the Municipality of Humaitá - Souther Amazonas, in the light of the concept of curricular justice. The study, linked to the Research Line Public Policies and Educational Reforms of the Postgraduate Program in Education: Curriculum of PUC/SP, was elaborated in the context of the research of the Group of Education and Research in Curricular Justice (GEPEJUC) of CNPq-PUC / SP and adopted as theoretical framework the proposal of Field Education from the concepts of Caldart (1997, 2008, 2009), Caldart et al. (2012), Souza (2012, 2016a, 2016b), Freire (1977, 1983, 2001, 2002), Arroyo (1982, 1999a, 2006, 2011, 2012), and curricular justice through the contributions of curriculum scholars (APPLE, 1989, 2017; TORRES SANTOMÉ, 2013; GIMENO SACRISTÁN, 2000; ARROYO, 1999b, 2007, 2011, 2012; PONCE, 2006, 2016, 2018; CONNELL, 1995; ESTÊVÃO, 2002, 2004), which grounded the dialogue with the material collected in the field research. We chose the methodology of participatory investigation in its articulation with education from Thiollent (2011), Chizzotti (2013), Diniz-Pereira and Zeichner (2011), Brandão and Streck (2006) and Brandão (1999). The methodological proposal materialized with the collaboration of the team of the Municipal Education Secretariat of Humaitá-AM, with 186 educators of the Field Education distributed among 58 schools, parents and students. We analyzed documents, semi-structured interviews, action-reflection scheduled moments with educators, and visits to the communities were carried out. We sought to make sensitive listening of the voices of the subjects that constituted the field of research in order to understand the reality. The study identified that the model of education practiced in schools is rural, it offers a curriculum that aims to ‘transport’ the urban context to the field schools, starting with the school calendar to the pedagogical model, which does not know, in its action and proposition, the characteristics and the needs of the communities, as well as of their subjects. In the context of this research, it was possible to understand that the construction of curricular justice is procedural, it is a daily confrontation of contradictions and presupposes the rise of awareness in the educational process. In the case of Humaitá (AM), it can be based on the affirmation of the conception and practice of Field Education, understanding that curricular justice is moving towards overcoming inequalities and respect for diversity. The knowledge produced from the practice of this participatory research aims to contribute to the education of the people from Humaita, in order to value their way of life, their knowledge and their cultural value in the construction of their identity
Esta tese, intitulada Um olhar sobre as escolas localizadas no campo do Município de Humaitá (Sul do Amazonas): em busca da justiça curricular, buscou construir compreensões coletivas sobre a prática curricular no diálogo com professores e gestores das escolas localizadas no campo e com os gestores da rede do Município de Humaitá - Sul do Amazonas, à luz do conceito de justiça curricular. O estudo, vinculado à Linha de Pesquisa Políticas Públicas e Reformas Educacionais do Programa de Pós-Graduação em Educação: Currículo da PUC/SP, foi elaborado no contexto das pesquisas do Grupo de Educação e Pesquisa em Justiça Curricular (GEPEJUC) do CNPq-PUC/SP e adotou como referencial teórico a proposta de Educação do Campo a partir dos conceitos de Caldart (1997, 2008, 2009), Caldart et al. (2012), Souza (2012, 2016a, 2016b), Freire (1977, 1983, 2001, 2002), Arroyo (1982, 1999a, 2006, 2011, 2012), e da justiça curricular por meio das contribuições dos estudiosos do currículo (APPLE, 1989, 2017; TORRES SANTOMÉ, 2013; GIMENO SACRISTÁN, 2000; ARROYO, 1999b, 2007, 2011, 2012; PONCE, 2006, 2016, 2018; CONNELL, 1995; ESTÊVÃO, 2002, 2004), que fundamentaram o diálogo com o material recolhido na pesquisa de campo. Optou-se pela metodologia da investigação participativa em sua articulação com a educação a partir de Thiollent (2011), Chizzotti (2013), Diniz-Pereira e Zeichner (2011), Brandão e Streck (2006) e Brandão (1999). A proposta metodológica concretizou-se com a parceria da equipe da Secretaria de Educação Municipal de Humaitá - AM, com 186 educadores da Educação do Campo distribuídos entre as 58 escolas, pais e educandos. Foram feitas análises de documentos, entrevistas semiestruturadas, momentos programados com os educadores de reflexão-ação, realização de visitas às comunidades. Buscou-se realizar escutas sensíveis das vozes dos sujeitos que constituíram o campo da pesquisa em busca de compreensão da realidade. O estudo identificou que o modelo de educação praticado nas escolas é rural, oferece um currículo que visa “transportar” o contexto urbano para as escolas do campo, a começar pelo calendário escolar até o modelo pedagógico, que desconhece, em sua ação e proposição, as características e as necessidades das comunidades, assim como a de seus sujeitos. Na tessitura desta pesquisa, pôde-se compreender que a construção da justiça curricular é processual, é enfrentamento cotidiano das contradições e pressupõe a ascensão da conscientização no processo educativo. No caso de Humaitá (AM), poderá dar-se a partir da afirmação da concepção e da prática da Educação do Campo, entendendo que a justiça curricular caminha na direção da superação das desigualdades e do respeito às diversidades. O conhecimento produzido a partir da prática desta pesquisa participativa pretende contribuir com a educação do povo humaitaense, de forma a valorizar seu modo de vida, seus saberes e seu valor cultural na construção da sua identidade
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Gami, Sagarika. "Seeking Justice: Mobilizing the South Asian Community in the Face of Sexual Assault." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/pomona_theses/187.
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This thesis looks at how the rule of law fails to achieve justice for Indian-American survivors of domestic violence in a multitude of ways, corresponding to class and religious positionality, as well as documentation status, and how the Indian community mobilizes in response to these failures by creating alternative modes of justice for survivors. Historically, these alternatives have taken form as direct service organizations, providing culturally and linguistically accessible services to survivors. I contend that these are helpful on an individual level, working to interrupt cycles of violence, but not at the collective level – stopping these cycles altogether. Given the systemic nature of sexual violence, working from transformative justice principles is an ideal modality of organizing, but not feasible given the structure of Indian-American communities today. In the interim between present post-violence work and future integration of transformative justice, I argue that pre-violence educational models are the most effective way to see tangible, generational, systemic change. Modes of resistance through educational initiatives aimed towards Indian youth ages ten to eighteen against rape culture will more effectively deter the cycles of intra-community violence from occurring, specifically when oriented from sites of religious worship and/or cultural centers – spaces that create a sense of Indian identity. These educational spaces currently do not exist as an intra-community effort, so I analyze various feminist pedagogies as well as an example of this work being done within other communities to extend these praxes back to the Indian community.
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Finkbiner, Bradley Wayne. "Can a One-Size-Fits-All Parental Involvement Framework Be Applied to an Entire School District? A Comparative Case Study of a District Magnet Program." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5479.
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This study investigated a district magnet program that required high levels of actual parental involvement. The district that houses this program uses Epstein's framework of parent involvement to reach out to all families. The research sought to match parent responses with the magnet program expectations and the Epstein framework. Interviews were conducted and completed with twenty-four participants including diverse backgrounds. Particularly sought after were parents from different ethnic groups and gender within two separate middle schools. The research also endeavored to learn how the district school choice program forced parents to navigate their child's enrollment, whether at the elementary school or middle school levels.
My findings suggested that the parents in this study fit into more than one framework. During the study, two more frameworks emerged that better place parent engagement with the student choice program along with that of Epstein. My working hypothesis was that a "one size fits all" parent involvement framework does not exist for parents who chose this magnet program.
My study suggests that school districts need to reach out to all parents in whatever form works for both parties: the parents and school programs. School districts are charged with developing the flexibility needed to meet families where they are and provide support necessary to sustain higher levels of parent involvement. This action will lead to more success in the familial journey through their child's educational experience.
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Ritzman, Matthew Elwood. "Human Resource Professionals and Workplace Bullying: A Systems Approach to Performance Improvement Intervention in Criminal Justice Agencies." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1415354439.
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Reckman, Brent Williams. "The Use of An Inconvenient Truth as a Pedagogical Tool for Teaching Peace through Environmental Justice in the 21st Century." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1226329341.
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Self, Patti Lamb. "How can teachers teach for social justice within the confines of the No Child Left Behind era? An inquiry into tensions between classroom teachers and mandated curriculum and methodologies." Thesis, The University of North Carolina at Greensboro, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609592.
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Careful journaling spanning ten years of classroom work in elementary and middle school grades was the data used in the research. Utilizing journals and various forms of correspondence and note-taking, this investigation demonstrates what is required of classroom teachers and the reaction to more and more demands being made on their time with students.
The research indicated that standardized testing, data collection and the dehumanization of students and deskilling of teachers continues to grow each year exacerbated by less funding and less autonomy of the teacher in the classroom.
Key Words: Praxis, critical pedagogy, conscientization, critical theory, Common Core, No Child Left Behind, standardized testing, high stakes testing, deskilling, ESOL, ESL, autoethnography, Freire, hope, poverty, racism.
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Potts, Donald Joseph. "Development of a curriculum for a 24-hour advanced officer narcotics course." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1323.
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Mohamed, Najma. "Revitalising an eco-justice ethic of Islam by way of environmental education : implications for Islamic education." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20280.
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Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Despite the fact that Islam remains a powerful social force in the lives of many of its adherents, contemporary scholars lament the silence of Muslims on the environmental question. However, closer scrutiny reveals a burgeoning green movement amongst Muslims the world over. While scholarly works initially elucidated the scriptural basis for Islamic ecological ethics (ecoethics), efforts are now centred on translating the ecoethics of Islam into practice. The educational landscape of Islam is frequently put forward as the primary arena for imparting its ecological teachings. This thesis examines the connections between Islam, ecology and education, and investigates the revival of Islamic ecoethics by way of environmental education in the educational landscape of Islam broadly, and the maktab in particular. The maktab, the foundational educational establishment in Islam, remains underutilised despite its important place in the educational life of Muslims. A liberation ecotheology research framework was employed to display the richness of traditional resources and institutions in meeting contemporary environmental challenges. Through a conceptual analysis of sacred texts, traditions and contemporary thought on Islam, ecology and education, this thesis constructs an eco-justice ethic of Islam and draws out the pedagogical implications for implementing this ecoethic. Content analysis, of environmental education activities in the broader educational landscape of Islam, provides insights into environmental teaching and learning. Environmental education in the maktab, which plays a pivotal role in imparting the elementary teachings and values of Islam, is brought into focus by way of a curriculum review which examines the environmental elements encapsulated in two maktab curricula produced in South Africa. Implications for environmental teaching and learning in the maktab, are then extracted. This thesis affirms the important position of religious thought as a determiner of environmental action. It presents, from within a liberatory tradition of Islam, a theocentric eco-justice ethic which is based on the sovereignty of God, the responsible trusteeship of humankind and the intrinsic value of Creation. It puts forward an activist, transformative approach to environmental education, premised upon an integrated knowledge structure and educational objectives which require reflective and critical engagement with all ecological knowledge, responsible environmental action, and social transformation. And it proposes a transformative approach to environmental education to bring the liberatory intent of the Islamic environmental tradition into focus, both in the broader educational landscape of Islam, as well as the maktab. Muslims own a fair share of the global concern around the earth’s health and wellbeing. To varying degrees, they continue to draw upon religious teachings to shape their values, beliefs and attitudes towards life - including the environment. Revitalizing ecological ethics in the educational establishment of Islam provides an impetus to not only uncover Islam’s environmental tradition, but to affect Muslim awareness and action on the ecological question.
AFRIKAANSE OPSOMMING: Ondanks die feit dat Islam ‘n sosiale krag in die lewens van baie van sy aanhangers is, beklaag hedendaagse geleerdes die stilte van Muslims op die omgewings-vraag. Nadere ondersoek toon egter ‘n ontluikende groen beweging onder Muslims die wêreld oor. Terwyl navorsing tot dusver die skriftuurlike basis vir die Islamitiese ekologiese etiek (ekoetiek) verklaar, is pogings nou gevestig op die omskepping van hierdie ekoetiek in die praktyk. Die opvoedkundige landskap van Islam is dikwels na vore gebring as die primêre arena vir die oordra van sy ekologiese leerstellings. Hierdie tesis ondervra die verband tussen Islam, ekologie en opvoeding, en ondersoek die herlewing van die Islamitiese ekoetiek deur middel van omgewingsopvoeding in die opvoedkundige landskap van Islam in die algemeen, en die maktab in die besonder. Die maktab, die belangrikste grondlegging-stigting in Islam, bly onderbenut ten spyte van sy belangrike plek in die opvoedkundige lewe van Muslims. ‘n Bevrydings-ekoteologie navorsing raamwerk was in diens geneem om die rykdom van die tradisionele middele en instellings van die Islamietise ekoetiek na vore te bring. Deur middel van ‘n konseptuele analise van heilige tekste, tradisies en hedendaagse denke oor Islam, ekologie en opvoeding, bou hierdie tesis ‘n ekogeregtigheids etiek van Islam, en ontrek die pedagogiese implikasies vir die uitvoering van hierdie ekoetiek. Inhoud analise van omgewingsopvoedingaktiwiteite in die breër opvoedkundige landskap van Islam bied verder insigte tot omgewingsopvoeding praktyke aan. Omgewingsopvoeding in die maktab, wat ‘n belangrike rol speel in die oordra van die basiese leerstellings en waardes van Islam, is by wyse van kurrikulum-hersiening ondersoek. Hierdie hersiening ondersoek die omgewings-elemente vervat in twee maktab kurrikulums wat in Suid-Afrika geproduseer is. Implikasies vir omgewingsopvoeding in die maktab word dan ontrek. Hierdie tesis bevestig die belangrike posisie van godsdienstige denke as ‘n bepaling van omgewings-aksie. Dit bied, binne ‘n bevreiheids-tradisie in Islam, ‘n teosentriese eko-geregtigheids etiek aan wat baseer is op die opperheerskap van God, die verantwoordelike herderskap van mensdom en die innerlike waarde van die skepping. Dit poneer ‘n transformatiewe benadering tot omgewingsopevoeding wat berus op ‘n geïntegreerde kennis struktuur en opvoedkundige doelwitte wat reflektiewe en kritiese omgang met ekologiese kennis vereis; verantwoordelike omgewings-aksie; en sosiale transformasie. Dit bied ook aan dat die Islamitiese omgewings-tradisie deur middel van ‘n transformatiewe benadering tot omgewingsopvoeding, beide in die breër opvoedkundige landskap van Islam sowel as die maktab, na vore gebring kan word. Muslims besit ‘n groot deel van die wêreldwye besorgdheid oor die aarde se gesondheid en welstand. Tot wisselende grade, gaan hulle voort om hulle waardes, oortuigings en houdings teenoor die lewe, insluitend die omgewing, op godsdienstige leerstellinge te baseer. Om nuwe lewe in die ekologiese etiek van Islam in die opvoedkundige vestiging te blaas, bied ‘n geleentheid aan om nie net Islam se omgewings-tradisie te ontbloot nie, maar ook om die bewustheid en optrede van Muslims op die ekologiese vraag te beïnvloed.
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Chikunda, Charles. "Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006026.
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The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks.Microsoft� Word 2010
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Tenneson, Katherine B. "San Antonio High School Food Justice Program: A Handbook and Evaluation of Edible Education." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/pitzer_theses/22.
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This senior environmental studies thesis explains and analyzes edible education through a food and gardening program at a continuation high school in Claremont, California. The first chapter situates the program-specific analysis by providing background information of the edible education movement, a history of the Edible Schoolyard in Berkeley, California, and an explanation of why food is a powerful teaching tool. The second chapter delineates the program by describing all of its components and compiling essential resources and teaching documents. The third chapter is based on interviews with 9 of 12 involved students and 7 teachers, and thoroughly explains the outcomes of the program for students, the high school at large, and the overall Claremont community. Overall, this work demonstrates the successes of edible education, the power of school gardening programs, and provides a useful resource for the continuation of the program.
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Smith, Jennifer Ann. "Developing pupil understanding of school-subject knowledge : an exploratory study of the role of discourse in whole-class teacher-pupil interaction during English literature lessons." Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/21152.
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In this submission I explore the role played by discourse in the development of pupils' understanding of school-subject knowledge in secondary school classrooms in England, following changes to GCSE (General Certificate of Secondary Education) specifications in 2015. Changes to the structure, the subject content, and the assessment of GCSEs were made in an effort to focus on 'powerful knowledge' during the Key Stage (KS) 4 curriculum (for pupils aged 14 - 16 years old) and in order to promote an emphasis on knowledge that is based on academic disciplines. My research looks at the concept of powerful knowledge, based in a critical realist epistemology and a social realist theory of knowledge, and the extent to which all young people are likely to access knowledge that is powerful in the classroom. I argue that access for all pupils to the means by which to judge knowledge claims and thereby challenge and change society - the transformational power of knowledge - underpins a social justice agenda. My research explores a less-developed aspect of the social realist debate on powerful knowledge, a pedagogic discourse to enable a move away from merely teaching factual or content knowledge. I propose that for knowledge to be powerful teachers and pupils need to be 'epistemologically aware'. My case-study research contributes new empirical findings to the literature on pedagogic discourse for a powerful knowledge curriculum. I discuss the learning trajectories of 15 pupils (including five from socio-economically disadvantaged backgrounds) from two Year 10 'case' classes observed over a 12-week period, during which they studied a novel as part of their GCSE English literature course. 'Thinking notes' and concept mapping were introduced as innovative data-gathering and analytical tools with which to gain a unique and detailed analysis of pupils' learning over the series of lessons given during the 12-week period. I discuss the teachers' conceptual framing of their discipline and the role that this, together with pupils' experiences and backgrounds, has in the re-contextualisation of discipline-based knowledge in the classroom. I conclude that pedagogic discourse that makes the epistemic logic and related concepts of a subject explicit - an epistemological awareness - may enable pupils from both disadvantaged and non-disadvantaged socio-economic backgrounds to build systems of meaning that transcend their everyday understanding of the world and the context in which they view it to access powerful knowledge. I present a conceptualisation of a powerful knowledge pedagogic discourse for the study of a novel in the KS4 English literature classroom.
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Emley, Elizabeth A. "Empowerment Education to Promote Youth and Community Health." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1598277140759782.
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Luke, Melissa, Krisopher M. Goodrich, and Janna L. Scarborough. "Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/1294.
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A national survey of 123 school counselor educators investigated how participants integrated K–12 lesbian, gay, bisexual, transgender, questioning, intersex (LGBTQI) students’ needs and concerns into school counseling curricula. Results indicated 91.9% of participants integrated the K–12 LGBTQI students’ needs and concerns for a median pedagogical duration of one, 3-hour session within a single course, focusing on students’ knowledge and awareness of gender and sexual/affectual orientation. Follow-up interviews were conducted with participants identified as committed to integrating LGBTQI issues into the curriculum, and these interviews produced themes that expanded survey findings in several areas, including significant educational experience, recognition of iterative effect, experiential, personal engagement, ethics, and influence of training and resources. Implications for school counselor education and professional development are discussed.
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Rygg, Michelle K. "Context, Content, and Practice: Factors Influencing the Social Literacy of Students in One, All-Female, College-Preparatory Catholic High School." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1341192937.
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