Journal articles: 'Curricular justice'

1

Franco, Zilda Gláucia Elias. "Reflexões sobre a dimensão do cuidado na busca da justiça curricular das escolas do campo do município de Humaitá (AM)." Revista Brasileira de Educação do Campo 4 (May 28, 2019): e6225. http://dx.doi.org/10.20873/uft.rbec.v4e6225.

Full text

Abstract:

A justiça curricular, com suas três dimensões - conhecimento, convivência e cuidado -, define que o currículo atenda a todas as necessidades dos envolvidos e os forme como pessoas solidárias e corresponsáveis na construção de uma sociedade mais justa. Assim sendo, o objetivo deste artigo, recorte de uma pesquisa de doutorado, foi identificar, na realidade das escolas do campo do município de Humaitá, Amazonas, os limites e as possibilidades no atendimento às crianças da região, tendo como parâmetro a dimensão do cuidado na busca da justiça curricular. A pesquisa participativa, utilizando-se de pesquisa de campo, análise documental, entrevistas, momentos de reflexão-ação e de escuta sensível (Barbier, 2007), com gestores, professores, merendeiras, pais e alunos, em sua fase exploratória, resultou no levantamento das dificuldades encontradas pelos participantes quanto ao atendimento da Educação do Campo: calendário escolar, transporte e merenda escolar. Os resultados apontam para a grande distância entre o que está escrito e a prática curricular, levando à injustiça curricular. Faz-se necessário, assim, refletir sobre a concepção da justiça curricular, em especial a dimensão do cuidado, pois um ambiente democrático e acolhedor das diferenças ajuda a garantir e a consolidar a formação solidária e modificar o processo de construção do conhecimento. Palavras-chave: Justiça Curricular, Cuidado, Escolas do Campo. Reflections on the dimension of care in the search for curricular justice in the field schools of the municipality of Humaitá (AM) ABSTRACT. Curricular justice, with its three dimensions - knowledge, coexistence and care -, defines that the curriculum meets all the needs of those involved and educates them as supportive and co-responsible people in the construction of a more just society. Therefore, the objective of this paper, a cutoff of a doctoral research, was to identify, in the reality of the field schools of the municipality of Humaitá, Amazonas, the limits and the possibilities in the care of the children of the region, having as parameter the dimension of care in the pursuit of curricular justice. Participatory research, using field research, documentary analysis, interviews, moments of reflection-action and sensitive listening (Barbier, 2007), with managers, teachers, school cooks, parents and students, in their exploratory phase, resulted in the survey of the difficulties encountered by the participants regarding the attendance of Rural Education: school calendar, transportation and school meals. The results point to the great distance between what is written and the curricular practice, leading to curricular injustice. It is therefore necessary to reflect on the conception of curricular justice, especially the dimension of care, since a democratic and welcoming environment of differences helps to guarantee and consolidate solidarity education and modify the process of knowledge construction. Keywords: Curricular Justice, Care, Rural Schools. Reflexiones sobre la dimensión del cuidado en la búsqueda de la justicia curricular de las escuelas unitarias del municipio de Humaitá (Amazonas, Brasil) RESUMEN. La justicia curricular, con sus tres dimensiones - conocimiento, convivencia y cuidado -, define que el currículo atienda a todas las necesidades de los involucrados y los forme como personas solidarias y corresponsables en la construcción de una sociedad más equitativa. El objetivo de este artículo, el cual es un recorte de una investigación llevada durante el doctorado, fue identificar, en la realidad de las escuelas unitarias del municipio de Humaitá, Amazonas, los límites y las posibilidades en la atención a los niños de la región, teniendo como parámetro la dimensión del cuidado en la búsqueda de la igualdad curricular. En este estudio se utilizó una metodología investigación participativa, llevada a cabo mediante el trabajo de campo, el análisis documental, las entrevistas, los momentos de reflexión-acción y de la escucha sensible (Barbier, 2007), con gestores, profesores, monitores del comedor escolar, padres y alumnos, en su fase exploratoria, resultó en el levantamiento de las dificultades encontradas por los participantes en cuanto a la atención de la Educación del Campo: calendario escolar, transporte y merienda escolar. Los resultados apuntan a la gran distancia entre lo que está escrito y la práctica curricular, obteniendo como resultado lo que se denomina como injusticia curricular. Este hecho, hace que sea necesario reflexionar sobre la concepción de dicha justicia curricular, en especial la dimensión del cuidado, debido a que un ambiente democrático y acogedor de las diferencias ayuda a garantizar y consolidar la formación solidaria y modificar el proceso de construcción del proceso de enseñanza aprendizaje. Palabras clave: Justicia Curricular, Cuidado, Escuelas Rurales.

APA, Harvard, Vancouver, ISO, and other styles

2

Dong, Shengli, Glacia Ethridge, Roe Rodgers-Bonaccorsy, and Spalatin N. Oire. "Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum." Rehabilitation Research, Policy, and Education 29, no. 4 (2015): 406–20. http://dx.doi.org/10.1891/2168-6653.29.4.406.

Full text

Abstract:

Purpose:To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula.Method:The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the eighth Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education.Results:The study found that most participants perceived it important to integrate social justice into rehabilitation counseling curricula. The level and extent of integration varied by academic rank and years of teaching.Conclusion:To ensure future rehabilitation counselors gain social justice competency, it is of great significance that rehabilitation counseling educators infuse the concepts of social justice into the curricula through knowledge and fieldwork domains.

APA, Harvard, Vancouver, ISO, and other styles

3

Knochel, Aaron D., and Alvaro M. Jordan. "Spacemakers: Speculative design, public space and monuments." Visual Inquiry 10, no. 1 (June 1, 2021): 49–63. http://dx.doi.org/10.1386/vi_00025_1.

Full text

Abstract:

Controversies in current events highlight the important role that public space and monuments may play in demonstrating community values or conversely projecting status quo articulations of inequity. With this in mind, we felt compelled to develop curricula to unpack the complex relationships between public space and place identity through the shared ownership and development of public monuments. We started a curricular project called Spacemakers to engage learners in arts-based reflections on public space, identity and social justice through the generation of proposed monuments as matters of concern. Through frameworks of history and memory, design practice and cultural geography, we articulate the unfolding of the curriculum as we consider the monument as a curricular object. This article reviews the curricular activities we developed for the Spacemakers project, their theoretical and pedagogical foundations, and the potential for making use of speculative design and critical making as powerful vehicles for reflection on public space and embodied learning.

APA, Harvard, Vancouver, ISO, and other styles

4

Adebayo, Oluwakemi Ayodeji, and Ronicka Mudaly. "CREATING A DECOLONISED CURRICULUM TO ADDRESS FOOD INSECURITY AMONG UNIVERSITY STUDENTS." Problems of Education in the 21st Century 77, no. 2 (April 28, 2019): 179–94. http://dx.doi.org/10.33225/pec/19.77.179.

Full text

Abstract:

A plethora of debates about intellectual imagination regarding decolonised curriculum development has dominated the South African higher education discourses. There is a need to purge Africa of the marginalisation that has been perpetuated by curricula established during the past century. The aim of this research was to add a practical dimension to this discourse, by altering traditional curriculum activities in a biology module, in order to address the issue of food insecurity among university students. In this qualitative inquiry, the following questions were asked: “How can pre-service teachers engage with decolonised curricular activities, in order to address food insecurity among students?” and “What are the consequences of pre-service teachers’ engagement with decolonised curricular activities which respond to food insecurity?” Thirty-six pre-service biology teachers and 12 non-biology university students were purposively selected to participate in a food gardening activity. Data were generated using individual interviews, focus group interviews and the development of portfolios. Findings revealed that pre-service teachers’ consciousness of the social reality of food insecure students was raised, and their feelings of empowerment to enable others, and themselves, to become self-reliant, were enhanced through decolonised curricular activities. This is significant because it signalled a freeing of pre-service teachers from material and intellectual shackles which is critical to decolonised thought and action. This research has implications for higher education science teacher education modules, which can incorporate science from Western and indigenous sources, to create transformed curricula which are socially responsive and reflect epistemic justice. Keywords: decolonised curriculum, food gardening, indigenous knowledge, qualitative methodology, self-reliance, transformation.

APA, Harvard, Vancouver, ISO, and other styles

5

Brady-Amoon, Peggy, Nita Makhija, Vasudev Dixit, and Jonathan Dator. "Social Justice: Pushing Past Boundaries in Graduate Training." Journal for Social Action in Counseling & Psychology 4, no. 2 (July 27, 2018): 85–98. http://dx.doi.org/10.33043/jsacp.4.2.85-98.

Full text

Abstract:

This article explores definitions and integration of social justice in graduate training in counseling and psychology. We examine both the professional literature and our own process in pushing past curricular and administrative boundaries by establishing an extra- or co-curricular component to graduate training that supports the further infusion of social justice principles in graduate training. We conclude with a call for further dialogue and action.

APA, Harvard, Vancouver, ISO, and other styles

6

Valderama-Wallace, Claire P., and Ester Carolina Apesoa-Varano. "“Spinning Their Wheels … ”—Influences That Shape How Nurse Educators Teach Social Justice." Policy, Politics, & Nursing Practice 20, no. 4 (October 16, 2019): 239–51. http://dx.doi.org/10.1177/1527154419881726.

Full text

Abstract:

Despite institutional claims that social justice is a core professional nursing value, efforts to fulfill this claim remain uneven. The purpose of this study was to examine the circumstances that shape nursing educators' approaches to social justice. In-depth semi-structured interviews with 28 educators teaching theory courses in baccalaureate nursing programs shed light upon the influences that shape how educators integrate social justice. These include formative experiences, institutional factors, and curricular opportunities. Formative experiences include upbringing, educational background, and preparation to teach. Institutional factors consist of the type of institution, geographic location, and the specter of retention, promotion, and tenure. Finally, curricular opportunities and fit include the positioning of Community Health Nursing, fragmentation and tension between “content and context,” and the “driving force” of the National Council Licensure Examination for Registered Nurses (NCLEX). Findings indicate that the capacity to uphold the value of social justice is shaped by experiences across the lifespan, institutional policies, and practices related to faculty hiring, development, career advancement, as well as curricular vision. This study calls for a concerted effort to enact social justice nursing education.

APA, Harvard, Vancouver, ISO, and other styles

7

Pearson, Mark. "Teaching press freedom and open justice: A model for debate." Pacific Journalism Review : Te Koakoa 9, no. 1 (September 1, 2003): 124–37. http://dx.doi.org/10.24135/pjr.v9i1.760.

Full text

Abstract:

This article explores ways of building the topics of press freedom and open justice into the teritary journalism curriculum. It uses reflective practice techniques in developing a series of two by three hour workshop modules centred around introducing students to the priniciples of press freedom and open justice, exploring cases where these issues have ben tested in the courts, and building students skills in defending press freedom and open justice in the newsroom and the courtroom. It uses poblem-based and experiential pedagogies to bring historical and philosophical principles to life and make them relevant to students' experiences and current newsroom practices. Finally, it invites comments and discussions on other curricular and pedagogical apporaches to teaching these topics.

APA, Harvard, Vancouver, ISO, and other styles

8

Gillies, Carmen Leigh. "Curriculum Integration and the Forgotten Indigenous Students: Reflecting on Métis Teachers’ Experience." in education 26, no. 2 (June 3, 2021): 3–23. http://dx.doi.org/10.37119/ojs2021.v26i2.477.

Full text

Abstract:

Curriculum integration, or in other words, changing what students are taught within racially desegregated Canadian schools, has served as a primary but incomplete pathway to racial justice. In this paper, I present evidence from a qualitative critical race theory (CRT) methodological study with 13 Métis teachers to demonstrate how curricular integration has been framed as a key solution to inequitable outcomes concerning Indigenous students. This strategy has been instilled within the Saskatchewan K–12 education system by a wide spectrum of authorities over several decades. Although absolutely essential for multiple reasons, I argue that teaching students about Indigenous knowledge systems and experiences, as well as anti-racist content, cannot resolve the systemic racial injustices encountered by Indigenous students who attend provincial schools. In particular, three CRT analytical tools—structural determinism, anti-essentialism, and interest convergence—are utilized to examine the limitations of curricular integration as a strategy of racial justice. Keywords: Métis teachers; Indigenous education; critical race theory; integrated schools

APA, Harvard, Vancouver, ISO, and other styles

9

Sampaio, Marta, and Carlinda Leite. "From curricular justice to educational improvement: What is the role of schools’ self-evaluation?" Improving Schools 20, no. 1 (January 28, 2017): 62–75. http://dx.doi.org/10.1177/1365480216688553.

Full text

Abstract:

This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools’ external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority Intervention) implemented in Portugal, namely, 144 SEE reports from 2012/2013 and 3 interviews to the responsible people for the educational project from a TEIP school. The collected data were analysed by content analysis using NVivo software, showing that the external evaluation of education systems can be one of the pillars in achieving justice when it causes a pedagogical intervention which reaffirms the links between curriculum, teaching and students’ learning. It also shows that SEE processes can have empowering potential when social justice and equity principles are present throughout its development and with the support of critical friends.

APA, Harvard, Vancouver, ISO, and other styles

10

Natarajan, Mangai. "International criminal justice education: A note on curricular resources." Journal of Criminal Justice Education 13, no. 2 (November 2002): 479–98. http://dx.doi.org/10.1080/10511250200085591.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Aronson, Brittany A., Racheal Banda, Ashley Johnson, Molly Kelly, Raquel Radina, Ganiva Reyes, Scott Sander, and Meredith Wronowski. "The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education." Journal of Curriculum Studies Research 2, no. 2 (November 28, 2020): 21–39. http://dx.doi.org/10.46303/jcsr.2020.8.

Full text

Abstract:

In this article, we share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) from a PWI university. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We share our conceptualization of social justice and guiding theoretical frameworks that have shaped our pedagogy and curriculum. These frameworks include democratic education, critical pedagogy, critical race theory, critical whiteness studies, critical disability studies, and feminist and intersectionality theory. We then detail changes made across courses including examples of readings and assignments. Finally, we conclude by offering reflections, challenges, and lessons learned for collaborative work within teacher education and educational leadership.

APA, Harvard, Vancouver, ISO, and other styles

12

Belas, Oliver. "Knowledge, the curriculum, and democratic education: The curious case of school English." Research in Education 103, no. 1 (May 2019): 49–67. http://dx.doi.org/10.1177/0034523719839095.

Full text

Abstract:

Debate over subject curricula is apt to descend into internecine squabbles over which (whose?) curriculum is best. Especially so with school English, because its domain(s) of knowledge have commonly been misunderstood, or, perhaps, misrepresented in the government’s programmes of study. After brief consideration of democratic education (problems of its form and meaning), I turn to issues of knowledge and disciplinarity, outlining two conceptions of knowledge – the one constitutive and phenomenological, the other stipulative and social-realist. Drawing on Michael Young and Johan Muller, I argue that, by social-realist standards of objectivity, school English in England -- as currently framed in national curriculum documents -- falls short of the standards of ‘powerful knowledge’ and of a democratic education conceived as social justice. Having considered knowledge and disciplinarity in broad terms, I consider the curricular case of school English, for it seems to me that the curious position of English in our national curriculum has resulted in a model that is either weakly, perhaps even un-, rooted in the network of academic disciplines that make up English studies.

APA, Harvard, Vancouver, ISO, and other styles

13

Banks, Kira, and R. Alex Maixner. "Social Justice Education in an Urban Charter Montessori School." Journal of Montessori Research 2, no. 2 (November 15, 2016): 1. http://dx.doi.org/10.17161/jomr.v2i2.5066.

Full text

Abstract:

As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE) focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents—often color-blind or minimizing of the relevance of race—consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.

APA, Harvard, Vancouver, ISO, and other styles

14

Woodley, Xeturah M., Gaspard Mucundanyi, and Megan Lockard. "Designing Counter-Narratives." International Journal of Online Pedagogy and Course Design 7, no. 1 (January 2017): 43–56. http://dx.doi.org/10.4018/ijopcd.2017010104.

Full text

Abstract:

The growing field of online education has developed inside a cultural context rooted in racism, classism, sexism, and other forms of inherent bias. Likewise, the design and development of online curriculum is not excluded from the biases that have historically plagued face-to-face curriculum. In this article, the authors call online teachers into action by encouraging them to adopt an engaged instructional design praxis that builds learning environments inclusive of racial, ethnic, and gender diversity. Through the use of culturally responsive teaching, online teachers can create spaces of counter narrative that address curricular blindnesses and promote social justice.

APA, Harvard, Vancouver, ISO, and other styles

15

Tompkins, Joanne, Laura-Lee Kearns, and Jennifer Mitton-Kükner. "Teacher Candidates as LGBTQ and Social Justice Advocates through Curricular Action." Articles 52, no. 3 (August 8, 2018): 677–97. http://dx.doi.org/10.7202/1050909ar.

Full text

Abstract:

Critical challenges facing teacher educators at faculties of education is how to prepare teacher candidates to see schools situated in larger social contexts and support their ongoing learning as social justice advocates. Anti-oppressive work that challenges the marginalization of Lesbian, Gay, Bi-sexual, Transgender, Two-Spirited, Queering and/or Questioning (LGBTQ) youth is critical to this work. The purpose of this paper is twofold, first to understand the impact of the Positive Space program on teacher candidates’ reasons and abilities to act as allies and social justice advocates. Second, we explore the process of teacher candidates becoming knowledgeable, empowered, and action-oriented for, with, and as LGBTQ community members and the ways they challenge heteronormativity and the gender binary through the formal and informal curriculum.

APA, Harvard, Vancouver, ISO, and other styles

16

Gregory, Joshua R. "Toward a Historically Accountable Critical Whiteness Curriculum for Social Work." Advances in Social Work 21, no. 2/3 (September 23, 2021): 616–35. http://dx.doi.org/10.18060/24094.

Full text

Abstract:

Whiteness—distinct from individuals who identify as white—is a social construction; and social constructions, by definition, can be disassembled. Whiteness is also wholly constituted by and inseparable from white supremacy, and thus exists purely as racial injustice. These are historical facts. Consequently, racial justice demands that whiteness be dismantled and abolished. Social work, as a profession committed to racial justice, is directly implicated in this imperative. Yet, due to misunderstanding and unawareness, the above facts register with most social workers as exaggerated claims, baseless untruths, or ideological propaganda. Social work requires a historically accountable critical whiteness curriculum in order to correct this pervasive misunderstanding and to facilitate informed participation in the pursuit of racial justice in a way that accurately apprehends the nature of whiteness. This curriculum, introduced here, explores the history and invention of whiteness in global, U.S., and social work contexts; examines the integral role of education in deploying and maintaining whiteness; and considers reconstruction and abolition as alternative modes of responding to whiteness as a social problem. The curriculum ultimately shows abolition to be the only historically and theoretically consistent response to whiteness, leading to a call for abolition as praxis and for further curricular development.

APA, Harvard, Vancouver, ISO, and other styles

17

Vande Berg, Anne W., and Charissa K. Eaton. "Applications for Teaching Sustainability: An Interdisciplinary, Service Learning, Study Abroad Course." Journal of Baccalaureate Social Work 24, no. 1 (January 1, 2019): 268–79. http://dx.doi.org/10.18084/1084-7219.24.1.268.

Full text

Abstract:

This teaching note delineates the broad understanding of sustainability and environmental justice as it relates to social work practice and social work education. The curricular applications of sustainability and environmental justice through an undergraduate, service learning, interdisciplinary, 12-day study abroad course to India are described. The teaching note includes the conceptualization of the course co-taught by faculty members from social work and chemistry as well as pretrip, trip, and posttrip learning activities.

APA, Harvard, Vancouver, ISO, and other styles

18

Dover, Alison G., Nick Henning, and Ruchi Agarwal-Rangnath. "Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards." Teaching and Teacher Education 59 (October 2016): 457–67. http://dx.doi.org/10.1016/j.tate.2016.07.016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Domingo-Segovia, Jesús. "To educate critical citizens from the curricular integration of the communication mass media." Comunicar 11, no. 21 (October 1, 2003): 101–8. http://dx.doi.org/10.3916/c21-2003-15.

Full text

Abstract:

This paper reports the harmful effects of communication media when they are not critically analysed and goes further trying to make justice in this sense. Besides this strong accusation, it offers an overcoming proposal for becoming aware and working to destroy it. In order to exemplify his proposal, the author presents some reflections and analysis carried out in class to make easier to understand his aims. Este artículo denuncia los efectos nocivos de los medios de información y comunicación cuando no son analizados críticamente. Pero no se queda ahí y toma partido a favor de la justicia. Junto a la denuncia, se ofrece una propuesta de superación, desde la acción y la toma de conciencia. En este sentido, presenta –a modo de botón de muestra– algunos análisis y comentarios realizados en clase que pueden ilustrar la propuesta de concienciación.

APA, Harvard, Vancouver, ISO, and other styles

20

Mitsikopoulou, Bessie, and Dimitris Koutsogiannis. "The Iraq war as curricular knowledge." Journal of Language and Politics 4, no. 1 (June 8, 2005): 93–117. http://dx.doi.org/10.1075/jlp.4.1.05mit.

Full text

Abstract:

The paper deals with educational discourse concerning the recent Iraq war in an attempt to explore how broader political issues, such as the Iraq war, are materialised in everyday classroom practices. It analyses lesson plans, aimed to be used by US educators of primary and secondary schools, from two Internet sites: one supporting the official position of US to go to war and the other taking a position against the war. The paper suggests that the lesson plans in the two sites constitute materialisations of two general approaches to education, the dominant and the critical, which do not simply adopt opposing views concerning the war but which, most importantly, contribute to the construction of different pedagogic subjects: in one case, there is an attempt towards ‘compulsory patriotism’, whereas in the other an attempt towards a ‘compulsory’ challenging of the war. The ideals which are in fact recontextualised here are that of nation and justice, the pedagogisation of which seems to raise much more questions than to provide answers.

APA, Harvard, Vancouver, ISO, and other styles

21

Stanton, Christine R., and Danielle Morrison. "Investigating curricular policy as a tool to dismantle the master’s house: Indian Education for All and social studies teacher education." Policy Futures in Education 16, no. 6 (March 9, 2018): 729–48. http://dx.doi.org/10.1177/1478210318760440.

Full text

Abstract:

US curricular policies frequently bolster neoliberal power structures within both pre-K to 12 schools and universities by privileging settler–colonial narratives and excluding Indigenous knowledge. However, curricular policies can also serve to enhance social reconstructionist and social justice education. In this article, we describe two case studies focused on a state-level policy—Montana’s Indian Education for All—aimed at advancing understandings about Indigenous experiences and worldviews. The first study’s findings demonstrate Indian Education for All’s potential to support practicing teachers, including teachers with limited experience working with Indigenous communities, in their efforts to confront settler-colonialism and neoliberalism within curricula. The results from our second study suggest the potential for Indian Education for All to create space for Indigenous student leadership. However, our research also provides cautionary notes about the potential for “tools,” such as Indian Education for All, to unintentionally reinforce settler-colonialism, neoliberalism, and racism, as they can create opportunities for racial microaggressions and inequitable expectations. We conclude with recommendations for teacher education programs, institutional leaders, and policymakers.

APA, Harvard, Vancouver, ISO, and other styles

22

Naidoo, Kibashini, Sheila Trahar, Lisa Lucas, Patricia Muhuro, and Gina Wisker. "‘You have to change, the curriculum stays the same’: decoloniality and curricular justice in South African higher education." Compare: A Journal of Comparative and International Education 50, no. 7 (June 11, 2020): 961–77. http://dx.doi.org/10.1080/03057925.2020.1765740.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Schehr, Robert. "“The Lord Speaks Through Me”: Moving Beyond Conventional Law School Pedagogy and the Reasons for Doing So." International Journal of Clinical Legal Education 14 (July 18, 2014): 9. http://dx.doi.org/10.19164/ijcle.v14i0.59.

Full text

Abstract:

Maintenance of status quo law school curricular design and delivery, along with the continued marginalization of live client clinic programs, and the discordant objectives of law schools as compared to the expectations of Bar passage, serve to stifle the role of juridic practitioners in the service of justice. Decades of careful scholarship regarding the problems associated with the quality of legal education have repeatedly called for curricular revisions that should enhance the knowledge and skill base of graduates, develop their level of preparedness to actually serve in the profession, and demonstrate care for students. And while there has been a commitment on behalf of law schools to establish experiential educational opportunities through participation in live client clinics, far too often these clinics appear as appendages to the core curriculum and are marginalized as a result. This essay has two objectives – to address the serious and well-known shortcomings associated with law school pedagogy, and to stimulate consideration of alternate pedagogical methods that draw upon student development theory to enhance what education scholars know about cognition.

APA, Harvard, Vancouver, ISO, and other styles

24

Rubel, Laurie H., Maren Hall-Wieckert, and Vivian Y. Lim. "Teaching Mathematics for Spatial Justice: Beyond a Victory Narrative." Harvard Educational Review 86, no. 4 (December 1, 2016): 556–79. http://dx.doi.org/10.17763/1943-5045-86.4.556.

Full text

Abstract:

In this reflective essay, Laurie H. Rubel, Maren Hall-Wieckert, and Vivian Y. Lim present a design heuristic for teaching mathematics for spatial justice (TMSpJ) based on their development of two curricular modules, one about the state lottery and the other about financial services in a city. Spatial tools, including data visualizations on maps and participatory mapping, were designed for youth to examine spatial injustices in these systems. The authors' findings report reflections about supporting students to “read and write the world with mathematics” (Freire & Macedo, 1987; Gutstein, 2003). These reflections inform an expanded design heuristic for TMSpJ.

APA, Harvard, Vancouver, ISO, and other styles

25

Novakovic, Alexandra, Rebecca E. Michel, and Melissa S. Ockerman. "Teaching School Counselors to Use Evidence-Based Practice to Advance Social Justice: A Case Study." Professional School Counseling 23, no. 1_part_3 (January 2020): 2156759X2090447. http://dx.doi.org/10.1177/2156759x20904472.

Full text

Abstract:

School counselors are called to advocate for social justice in education and use evidence-based practice (EBP) to meet the diverse needs of students in schools today. This conceptual article describes the approach of one Council for Accreditation of Counseling and Related Educational Programs (CACREP)–accredited counselor education program to train future school counselors to use EBP to advocate for social justice and improve equity and access in education. We provide a case study regarding specific curricular changes to meet this imperative and offer recommendations for future research.

APA, Harvard, Vancouver, ISO, and other styles

26

Marshall, Catherine, and Martha Mccarthy. "School Leadership Reforms: Filtering Social Justice through Dominant Discourses." Journal of School Leadership 12, no. 5 (September 2002): 480–502. http://dx.doi.org/10.1177/105268460201200502.

Full text

Abstract:

Do administrative licensure policy reforms address social justice concerns? By analyzing the policy discourse (in interviews and documents) in Indiana and North Carolina, this article shows that policy actors believe the focus on heightened standards will raise the quality of leadership candidates. In turn, they believe that this focus on quality will address diversity, achievement gaps, and other equity issues. However, they are concerned about whether higher education can and will adequately implement the needed curricular practices. The complexities of administrator shortages, budget shortfalls, and high-stakes testing complicate implementation of reforms in leadership preparation. By focusing on social justice, this analysis reveals ways in which the two states’ policy actions have treated equity and social justice as components of quality.

APA, Harvard, Vancouver, ISO, and other styles

27

Sturges, Keith M. "Contract Research, Curricular Reform, and Situated Selves: Between Social Justice and Commercialized Knowledge." Educational Studies 50, no. 3 (May 4, 2014): 264–88. http://dx.doi.org/10.1080/00131946.2014.881368.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Sen, Siddhartha, Karen Umemoto, Annette Koh, and Vera Zambonelli. "Diversity and Social Justice in Planning Education: A Synthesis of Topics, Pedagogical Approaches, and Educational Goals in Planning Syllabi." Journal of Planning Education and Research 37, no. 3 (August 3, 2016): 347–58. http://dx.doi.org/10.1177/0739456x16657393.

Full text

Abstract:

This article provides an overview of the types of educational goals, pedagogical approaches, and substantive topics in planning education related to issues of diversity and social justice. The study is based on a content analysis of one hundred syllabi collected from more than seventy instructors from North American planning schools during 2012–2013. It presents a synthetic summary of the range of educational goals and pedagogical approaches. It describes the curricular content in the form of substantive topics. The article is intended to support efforts to incorporate issues of diversity and social justice in planning education.

APA, Harvard, Vancouver, ISO, and other styles

29

Chaleta, Elisa, Margarida Saraiva, Fátima Leal, Isabel Fialho, and António Borralho. "Higher Education and Sustainable Development Goals (SDG)—Potential Contribution of the Undergraduate Courses of the School of Social Sciences of the University of Évora." Sustainability 13, no. 4 (February 8, 2021): 1828. http://dx.doi.org/10.3390/su13041828.

Full text

Abstract:

In this work we analyzed the mapping of Sustainable Development Goals in the curricular units of the undergraduate courses of the School of Social Sciences at the University of Évora. Of a total of 449 curricular units, only 374 had students enrolled in 2020/2021. The data presented refer to the 187 course units that had Sustainable Development Goals in addition to SDG4 (Quality Education) assigned to all the course units. Considering the set of curricular units, the results showed that the most mentioned objectives were those related to Gender Equality (SDG 5), Reduced Inequalities (SDG 10), Decent Work and Economic Growth (SDG 8) and Peace, Justice and Strong Institutions (SDG 16). Regarding the differences between the departments, which are also distinct scientific areas, we have observed that the Departments of Economics and Management had more objectives related to labor and economic growth, while the other departments mentioned more objectives related to inequalities, gender or other.

APA, Harvard, Vancouver, ISO, and other styles

30

Lawrence, Nick, and Joe O'Brien. "An Ongoing Journey to Foster Urban Students' Online “Public Voices”." International Journal of Cyber Ethics in Education 4, no. 1 (January 2016): 32–45. http://dx.doi.org/10.4018/ijcee.2016010103.

Full text

Abstract:

Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a “fundamental transformation in learning infrastructure” and the need “to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation” (2012, p. 8). He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is “to forge a bridge between [his students'] media production and civic engagement' (Kahne, Lee, & Feezell, 2012).

APA, Harvard, Vancouver, ISO, and other styles

31

Henning, Nick, Alison G. Dover, Erica K. Dotson, and Ruchi Agarwal-Rangnath. "Storying teacher education policy: Critical counternarratives of curricular, pedagogical, and activist responses to state-mandated teacher performance assessments." education policy analysis archives 26 (March 5, 2018): 26. http://dx.doi.org/10.14507/epaa.26.2790.

Full text

Abstract:

The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher education In addition to reinforcing a narrow and counter-critical framework, TPAs can shift responsibility for the evaluation of teacher candidates from university-based teacher educators with a comprehensive and nuanced fluency in candidates' preparedness to external scorers trained to standardize and depersonalize effective practice. In this article, four social justice-oriented teacher educators from three different states examine the practical and political effects of TPAs in their local contexts. By analyzing the curricular, pedagogical, and political implications of this high-stakes standardization of their field, they speak back to a policy landscape that too often marginalizes the voices of the teachers and students it purports to serve. Throughout, they examine the dilemmas of practice created by TPAs, as teachers and teacher educators seek to redefine what it means to enact justice-oriented professional agency in an increasingly regulated context. A critical counternarrative methodological approach was used to collect and process the authors’ lived stories and then to collaboratively reflect upon each other’s personal/professional experiences with TPAs. Several strategies are identified for enacting agency in response to TPAs, including curricular acts of resistance, resistance through participation in state legislative processes, policymaking within teacher education programs, the production of activist scholarship, and refusal to participate at all. Ways are suggested for teacher educators to minimize, mitigate, and resist unjust policy through curricular, political, and scholarly activism.

APA, Harvard, Vancouver, ISO, and other styles

32

Grier, Sonya A. "Marketing Inclusion: A Social Justice Project for Diversity Education." Journal of Marketing Education 42, no. 1 (October 11, 2019): 59–75. http://dx.doi.org/10.1177/0273475319878829.

Full text

Abstract:

Challenges related to marketplace diversity present an opportunity to prepare students to successfully engage with diversity through innovative curricular approaches. The present research develops a semester-long course project designed to enhance students’ awareness and understanding of diversity and inclusion issues from a social justice perspective. We discuss the context of diversity issues in business schools and identify key issues affecting marketing educators. Our review of the pedagogical literature on diversity highlights the importance of a social justice orientation. Social cognitive theory is used as a conceptual framework to guide the design of a problem-based experiential project. We detail project implementation and assess evidence regarding the impact of the project. Findings suggest an experiential, problem-based class project can support students understanding of diversity from a social justice perspective. We discuss the project benefits and challenges and highlight pedagogical issues for educators who want to integrate diversity content into a broad array of marketing courses.

APA, Harvard, Vancouver, ISO, and other styles

33

Ennis, Catherine D. "Urban Secondary Teachers’ Value Orientations: Delineating Curricular Goals for Social Responsibility." Journal of Teaching in Physical Education 13, no. 2 (January 1994): 163–79. http://dx.doi.org/10.1123/jtpe.13.2.163.

Full text

Abstract:

This research examined content and task decisions of 11 urban secondary physical educators who placed a high priority on social curriculum goals. Transcript data from a stimulated-recall protocol were analyzed using constant comparison to determine the extent to which content and task decisions represented social justice and reform goals of social reconstruction or of citizenship and positive interaction more consistent with social responsibility. Results suggested that teachers’ content decisions were consistent with the goals of cooperation, teamwork, and involvement within the social responsibility value orientation. Task structures for middle school programs involved large group activities, while high school tasks focused on individual activities performed as a member of a small group.

APA, Harvard, Vancouver, ISO, and other styles

34

de los Ríos, Cati V., and Arturo Molina. "Literacies of Refuge: “Pidiendo Posada” as Ritual of Justice." Journal of Literacy Research 52, no. 1 (January 20, 2020): 32–54. http://dx.doi.org/10.1177/1086296x19897840.

Full text

Abstract:

This article explores how a secondary ethnic studies course leveraged immigrant families’ literacies rooted in the Mexican spiritual ritual of Las Posadas for in-school literacy instruction and to engage in community-responsive grassroots processions as social protest. Using ethnographic and participatory design research, the authors—one a university researcher and the other an ethnic studies teacher—examine the literacy practices of a long-standing immigrant community–classroom partnership that unites day laborers, families, students, and teachers in the name of justice and refuge. Using photographs, interviews, students’ literacy artifacts, focus groups, and field notes, this study asks, (a) What do literacies look like in an ethnic studies course that designed learning around local community knowledge and sanctuary? (b) How do students respond to such curricular design? This study contributes ethnographic knowledge on school-based participatory research projects that build on the intergenerational literacies, sociopolitical awareness, and social movements of Latinx immigrant families.

APA, Harvard, Vancouver, ISO, and other styles

35

Darrow, Alice-Ann. "Teaching Tolerance in the Music Classroom." General Music Today 30, no. 3 (January 3, 2017): 18–21. http://dx.doi.org/10.1177/1048371316685134.

Full text

Abstract:

The purpose of this article is to discuss the need for teaching tolerance in music classrooms, as well as the role of music educators in preventing discrimination and promoting tolerance of all targeted groups, but particularly in regard to students with disabilities. Also addressed are curricular implications, suggestions for dealing with abusive and bullying behaviors in the classroom, instructional strategies that address prejudice, and role of music in promoting social justice.

APA, Harvard, Vancouver, ISO, and other styles

36

Kinchin, Gary D., and Mary O’Sullivan. "Incidences of Student Support for and Resistance to a Curricular Innovation in High School Physical Education." Journal of Teaching in Physical Education 22, no. 3 (April 2003): 245–60. http://dx.doi.org/10.1123/jtpe.22.3.245.

Full text

Abstract:

While there have been frequent calls for reform in secondary physical education, little research has focused on the implementation and assessment of curriculum from the perspective of students. Drawing upon the theoretical frame of student resistance, the purpose of this study was to describe how high school students demonstrated support for and resistance to implementation of a 20- day curricular initiative termed a Cultural Studies unit. This approach consists of an integrated practical and theoretical study of sport and physical activity. Data were collected through student focus group interviews, student journals, nonparticipant observations, and informal conversations. Students responded favorably to the principles of Sport Education and the opportunities to critique issues of social justice. Such content was considered appropriate for physical education. Resistance to some aspects of the unit was both overt and covert. Meticulous and careful planning of content and choice of pedagogy to facilitate delivery is crucial to positioning a Cultural Studies unit in a high school program.

APA, Harvard, Vancouver, ISO, and other styles

37

de los Ríos, Cati V. "Writing Oneself Into the Curriculum: Photovoice Journaling in a Secondary Ethnic Studies Course." Written Communication 37, no. 4 (July 9, 2020): 487–511. http://dx.doi.org/10.1177/0741088320938794.

Full text

Abstract:

The writing of transnational youth has continued to emerge as a promising area of research in writing and literacy studies, and yet despite the breadth of this work, few studies have examined transnational students’ writing about social and racial justice. Drawing on theoretical contributions of coloniality, this article highlights the experiences of one immigrant adolescent’s participation in a secondary ethnic studies course in California. In this study, photovoice was used as a mutually informing classroom writing pedagogy and research methodology to understand how students in an ethnic studies course problematize the dominance of Whiteness in school. I specifically analyze field notes and a focal student’s writing and interviews to demonstrate (a) her understandings of her participation in this course and (b) the ways in which her writing of self was a form of curricular justice that spanned school and home. These findings help to amplify writing as a tool for social justice and remind us that literacy and students’ histories are inextricably linked.

APA, Harvard, Vancouver, ISO, and other styles

38

Canlas, Melissa, Amy Argenal, and Monisha Bajaj. "Teaching Human Rights from Below: Towards Solidarity, Resistance and Social Justice." Radical Teacher 103 (October 27, 2015): 38–46. http://dx.doi.org/10.5195/rt.2015.226.

Full text

Abstract:

In this article, we discuss our approaches, pedagogies, and practices for a weekly human rights club that serves immigrant and refugee youth. The research team is involved in a research collaboration with a public high school in a large urban area on the West Coast. In this article, we discuss some of our curricular and pedagogical strategies and students’ responses to lesson plans and activities that aimed to build solidarity, resistance to dominant and assimilative narratives, and action towards social justice. Our approach focuses on intersecting a transforamtive human rights perspective with the praxes of critical pedagogies and social justice. This article discusses a radical approach to teaching Human Rights along three key themes: student-centered human rights pedagogy, cultural wealth and HRE, and students’ articulation of human rights language into action.

APA, Harvard, Vancouver, ISO, and other styles

39

Pearce, Jane, and Wendy Cumming-Potvin. "English Classrooms and Curricular Justice for the Recognition of LGBT Individuals: What Can Teachers Do?" Australian Journal of Teacher Education 42, no. 9 (September 2017): 77–92. http://dx.doi.org/10.14221/ajte.2017v42n9.5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Sosa-Provencio, Mia Angélica. "A Revolucionista Ethic of Care: Four Mexicana Educators’ Subterraneous Social Justice Revolution of Fighting and Feeding." American Educational Research Journal 56, no. 4 (December 25, 2018): 1113–47. http://dx.doi.org/10.3102/0002831218814168.

Full text

Abstract:

This qualitative Testimonio study reveals an ethic of care particular to Mexican/Mexican American youth through pedagogy and Testimonios of four Mexican/Mexican American female educators along the U.S./Mexico border. Using a Chicana feminist epistemology, findings reveal a reframed social justice revolution I term Revolucionista Ethic of Care, which bears an identity rooted in land, corn, and ancestral lines; urgency to resist oppression alongside knowledge that doing so is dangerous; fluid, protective Mexicana/Mestiza consciousness; and undetectable weapons of Body, Spirit, Tongue. Amid growing human rights abuses and a U.S. administration hostile to dissent, findings are increasingly relevant. Findings may inform dialogue regarding sociopolitical issues shaping schooling for marginalized youth and may advance theoretical and curricular understanding of social justice education and ethic(s) of care.

APA, Harvard, Vancouver, ISO, and other styles

41

Behizadeh, Nadia, Charity Gordon, Clarice Thomas, Beth Marks, Latricia Oliver, and Heidi Goodwin. "Social justice beliefs and curricular freedom: Factors supporting critical composition pedagogy in a U.S. middle school." Teaching and Teacher Education 85 (October 2019): 58–68. http://dx.doi.org/10.1016/j.tate.2019.06.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Kopish, Michael, and Welisson Marques. "Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil." Research in Social Sciences and Technology 5, no. 1 (January 10, 2020): 45–69. http://dx.doi.org/10.46303/ressat.05.01.3.

Full text

Abstract:

With globalization and the increase of technology, collaborative work between institutions from different countries is a reality. Beginning in 2018, two teacher education programs, one in the United States and one in Brazil, developed a partnership to promote collaborative activities in curriculum and instruction, scholarship and research, and for student and faculty exchange. Critical pedagogy and social justice approaches to global citizenship education in teacher preparation guided the partnership’s collaborative activities toward the development of pre-service teachers’ global competencies and ability to integrate technologies as users and educators. This empirical research article presents an exploratory case study of a transnational, collaborative curricular project that leveraged technology in courses for pre-service teachers in the United States (n=12) and Brazil (n=10). The study explores the extent to which course content and activities facilitated pre-service teachers’ development of global competencies and ability to employ emerging technologies for learning and offers implications for practice.

APA, Harvard, Vancouver, ISO, and other styles

43

Nicolson, Donald. ""Our roots began in (South) Africa": Modelling law clinics to maximise social justice ends." International Journal of Clinical Legal Education 23, no. 3 (July 12, 2016): 88. http://dx.doi.org/10.19164/ijcle.v23i3.532.

Full text

Abstract:

This article explores the ways in which law clinics can be organised to maximise their impact on social justice in South Africa. Such impact can be both direct in the form of the actual legal services offered to those in need or indirect in the form of encouraging law clinic students to commit to assisting those most in need of legal service after they graduate either through career choice or other forms of assistance. The article develops a decision-making matrix for clinic design around two dimensions, each with a number of variables. The first, "organizational" dimension relates to the way clinics are organised and run, and involves choices about whether: (1) clinics emphasise social justice or student learning; (2) student participation attracts academic credit or is extra-curricular; (3) participation is compulsory or optional; (4) clinics are managed and run by staff or students; and (5) there is one "omnibus" clinic structure covering all clinic activities or a "cluster" of discrete clinics conducting different activities. The second, "activities" dimensions involves choices about whether services are: (1) specialist or generalist; (2) exclusively legal or "holistic"; (3) provided only by students or qualified legal professionals; (4) located in community neighbourhoods or on campus; (5) provided by students working "in-house" in a university clinic or in external placements; (6) designed to benefit the wider community rather than just the individuals directly served; and (7) designed to remedy existing problems or educate the public on their legal rights and duties. While not intending to set out a blueprint for existing law clinics, the article argues that, if South African are motivated to enhance their impact on social justice and level of community engagement, they can learn much from the first law clinic to be established in South Africa, at the University of Cape Town, which was entirely student-run, optional and solely focused on ensuring access to justice rather than educating students. Drawing on his experience in adapting this model for use in Scotland, the author looks at the advantages of combining the volunteerist and student owned nature of this clinic with some formal teaching and staff involvement to maximize both the direct and indirect impact of clinics on social justice.

APA, Harvard, Vancouver, ISO, and other styles

44

Amos, Rob, and Priscila Carvalho. "Locating a Course on Environmental Justice in Theories of Environmental Education and Global Citizenship." Journal of Education for Sustainable Development 14, no. 2 (September 2020): 140–55. http://dx.doi.org/10.1177/0973408220980867.

Full text

Abstract:

Environmental education is an increasingly important concern for policymakers and universities, as it is critical to the success of the broader agenda represented by the 2015 Sustainable Development Goals. Achieving this within the higher education sector has proven difficult, however. This article examines how an interdisciplinary, extra-curricular course on the justice implications of climate change, delivered as part of University College London’s Global Citizenship Programme, combined a range of practical and theoretical methodologies to deliver environmental education and the related concept of education for global citizenship. Evidence indicates that courses such as this could be a powerful means of overcoming the shortcomings in mainstream higher education and equipping students with the skills necessary for them to assist society, at global, national and subnational levels, in transitioning towards more sustainable behaviours.

APA, Harvard, Vancouver, ISO, and other styles

45

Rosiek, Jerry. "School segregation: A realist’s view." Phi Delta Kappan 100, no. 5 (January 22, 2019): 8–13. http://dx.doi.org/10.1177/0031721719827536.

Full text

Abstract:

The nation’s greatest anti-racist education policy — school desegregation — has proven no match for the adaptations of institutionalized racism. Over the last 40 years, school segregation has evolved and reemerged in housing patterns, school zoning policy, and curricular tracking. This has led to calls for new solutions to the problem of racial segregation in schools. Is it possible, however, that the pursuit of such solutions is a form of avoidance, an unwillingness to face the intractable nature of institutionalized racism? Jerry Rosiek considers the power of pessimism about racial justice as a stance for educators in an era of resegregating schools.

APA, Harvard, Vancouver, ISO, and other styles

46

Smith, Walter. "Understanding students’ global interdependence in science instruction." Journal of Global Education and Research 5, no. 2 (December 2021): 151–64. http://dx.doi.org/10.5038/2577-509x.5.2.1108.

Full text

Abstract:

Multiple American educational organizations such as the National Education Association, Association for Supervision and Curriculum Development, and the Council of Chief State School Officers have advocated for globalizing the K-12 curriculum. The National Science Teaching Association (NSTA) in a position statement on international education and the Next Generation Science Standards have produced goals and standards for internationalizing the science curriculum by addressing topics such as climate change, environment, and disease that cross borders. In contrast to those pronouncements on the curriculum, this article views global science education through an instructional lens that focuses on a students’ global interdependence in science continuum allowing researchers and casual observers to classify science classroom activities into one of five stages based on the interdependence during instruction of students in two or more countries. At the continuum’s lowest stage labeled isolated, instruction is contained within a classroom with students having no interaction with students in another country. At the highest end called collaborate, students in two or more countries are working jointly to co-create a solution to the task before them. This science education continuum can also be used to categorize technology and engineering activities and could be adapted for use in other curricular areas including mathematics, language arts, and social studies, used as a tool to complement scholarship about a range of education topics from social justice to curriculum to student motivation, or inform pre- and in-service teacher education.

APA, Harvard, Vancouver, ISO, and other styles

47

Nakajima, Erica C., Marcus Messmer, Jennifer Marie Jones, Luckson Mathieu, Tanyanika Phillips, Colin D. Weekes, Catherine Handy Marshall, et al. "Hematology/medical oncology fellow responses to the initial development of an antiracism curriculum." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 11042. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11042.

Full text

Abstract:

11042 Background: While the American Council on Graduate Medical Education (ACGME) set up a Planning Committee for Diversity in GME in 2018, no formalized milestones or training mandates have been announced. The nation-wide protests for racial justice following the senseless killings of Breonna Taylor, Ahmaud Arbery and George Floyd further brought to the forefront the need for immediate action to address widespread inequities across graduate medical education, our healthcare system and society as a whole. Therefore, the Johns Hopkins Hematology/Medical Oncology Fellowship Program focused on creating an anti-racism curriculum to foster dialogue on systemic racism and discrimination, grounded in the institutional and geographic context of our training program. Methods: Using the Kern six step curriculum development method, we created a comprehensive anti-racism initiative, which included virtual townhalls with Black alumni of the fellowship, book clubs, readings, and lectures. We sought to deepen the fellowship’s awareness of the impact of racism and inequity upon trainees, underrepresented minority oncologists and hematologists, and patients in order to develop initiatives to confront them productively. Trainees received a survey 6 months after the start of the curriculum to assess the impact of the initiatives upon trainees, and inform iterative changes to the curriculum. Results: 25 of 34 fellows across all post-graduate years (PGY) completed the survey. Fellows agreed that the curriculum was helpful (68%) and encouraging (60%). Collectively, fellows reported that the curriculum increased their awareness of instances of racism in medicine, caused them to think about next steps that the fellowship could take to address racism, and enabled them to identify available resources for support and further education. Respondents selected community engagement and recruitment of diverse fellowship classes as the most pressing priorities for the program. Conclusions: Social justice and anti-racism education belong in the formalized training of our hematology/medical oncology fellows. To this end, our ongoing curricular expansion is focusing on anti-racism training, diverse recruitment and youth mentorship. Collectively, a comprehensive yet program-specific approach facilitates opportunities for learning, engagement and development of the skills necessary to engage in this life-long work for ourselves, our communities and our patients.

APA, Harvard, Vancouver, ISO, and other styles

48

Gutierrez, Ricky S., Debra Reeves-Gutierrez, and Ronald Helms. "Service Learning and Criminal Justice Students: An Assessment of the Effects of Co-Curricular Pedagogy on Graduation Rates." Journal of Criminal Justice Education 23, no. 3 (September 2012): 356–80. http://dx.doi.org/10.1080/10511253.2011.590514.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Coble, Theresa G., Corinne Wohlford Mason, Lisa Overholser, and William W. Gwaltney. "Opening Up to Hard History: Activating Anti-Racism in an Immersive Ed.D. Cohort Experience at Heritage Sites in Montgomery, Alabama." Impacting Education: Journal on Transforming Professional Practice 5, no. 2 (July 17, 2020): 26–32. http://dx.doi.org/10.5195/ie.2020.132.

Full text

Abstract:

The Ed.D. program in Heritage Leadership for Sustainability, Social Justice, and Participatory Culture at the University of Missouri—St. Louis helps students cultivate the mindsets and skill sets required to sustain, pluralize, and enliven heritage in the public sphere. Although the program primarily meets synchronously online, the January 2020 “Wintercession” field trip to heritage sites in Montgomery, Alabama, provided an opportunity for face-to-face interactions, deep conversation, and reflection. Curricular, conversational, and collaborative inquiry deepened awareness and activated activism toward issues of racial justice. The use of high-impact practices (Kuh, 2008) allowed the cohort and faculty mentors to delve further into heritage leadership themes, including: confronting difficult emotions, recognizing sanctified space, facilitating group bonding and trust building, identifying models for activism, and moving forward in activism. We argue that the emergence of these themes demonstrates the value of immersing students and faculty in a shared, high-impact experience that focused on awareness, remembering, and wondering—the process of imagining the not yet (Keenan-Lechel et al., 2019)—as a means to “activate activism” in a cohort-based Ed.D. program.

APA, Harvard, Vancouver, ISO, and other styles

50

Darolia, Laura. ""He's on fire for justice!": Using critical conversations to explore sociopolitical topics in elementary classrooms." Journal of Curriculum Studies Research 2, no. 1 (May 25, 2020): 39–54. http://dx.doi.org/10.46303/jcsr.02.01.3.

Full text

Abstract:

Despite the dominant discourse that childhood is a time of innocence, elementary students (kindergarten through fifth grade) notice the world around them, witness and experience injustice and deserve to explore “controversial issues” in their classrooms. This article introduces readers to Olivia and her second grade students. Olivia wanted to create what she called a “social justice classroom” and made intentional curricular moves in order to bring this vision to life. Primarily, she implemented “social justice read aloud time” and read and discussed thoughtfully chosen trade books on “controversial issues” every Friday afternoon. Students were highly engaged in these read alouds and developed understandings and insights well beyond academic content standards. Olivia’s approach to teaching aligned with critical literacy, a pedagogical framework that values multiple perspectives, brings sociopolitical topics into the classroom, disrupts the status quo, and moves toward social action and the Inquiry Design Model of social studies education. Using this interdisciplinary lens, empirical examples of the purposeful exploration of “controversial issues” in a second grade classroom are discussed. Through Olivia’s voice, along with the voices of her students, description of the learning that happened in this social justice classroom is offered as evidence that teaching controversial issues in elementary classrooms has repercussions far beyond school walls. Implications for both practicing teachers and teacher educators are discussed.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Curricular justice'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles