Building Political Relationships with Students: An aspect of social justice pedagogy

2008 ◽  
pp. 189-219 ◽  
Author(s):  
Eric Gutstein
Keyword(s):  
Social Justice ◽  
Social Justice Pedagogy ◽  
Political Relationships

Leveraging social justice pedagogy to counter racism: Conceptualizing an Advanced Certificate in Social Justice for Information Professionalsa

2021 ◽  
pp. 1-15
Author(s):  
Rajesh Singh ◽  
Kevin Rioux
Keyword(s):  
Social Justice ◽  
North America ◽  
Graduate Programs ◽  
Social Justice Pedagogy ◽  
Information Professionals

The goal of the Advanced Certificate in Social Justice for Information Professionals at St. John’s University (SJU) is to offer both current LIS practitioners and LIS students a curriculum explicitly grounded in social justice principles and concepts that builds and enhances capabilities to substantively counter racism and other challenges to social justice that are reflected in the information sphere of the 2020’s. This article reports on the contexts, motivations and considerations for developing the Certificate. Included is a brief overview of current courses related to social justice offered by ALA-accredited graduate programs in North America, and a list of thematic emphases based in social justice frameworks that will drive the Certificate upon its launch.

scholarly journals The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy

JCSCORE ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 132-166
Author(s):  
Sherria D. Taylor ◽  
Maria J. Veri ◽  
Michele Eliason ◽  
Jocelyn Clare R. Hermoso ◽  
Nicole D. Bolter ◽  
...  
Keyword(s):  
Social Justice ◽  
Stereotype Threat ◽  
Classroom Environment ◽  
Underrepresented Students ◽  
Design Tool ◽  
Social Justice Pedagogy ◽  
Integrative Framework ◽  
The Social ◽  
Syllabus Design ◽  
Pedagogical Research

Despite increased attention on social justice in higher education, underrepresented students often experience the classroom as unwelcoming and even hostile. Although theoretical and pedagogical research exists, what appears to be lacking are examples of concrete social justice pedagogy strategies that can be implemented in the classroom setting. This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. A syllabus that signals belongingness, growth mindset, communal goals, clear and positive expectations, and success-orientation assists in setting a welcoming tone that leads to greater student achievement and engagement. Such a syllabus may also help reduce the potential for triggering stereotype threat or other forms of alienation that affect student success among women and students of color in STEM programs. Feedback received from faculty who utilized the tool to revise their course syllabi are discussed, in addition to limitations and recommendations for future practice.

Social Justice Pedagogy and Beginning Teachers

2017 ◽  
pp. 11-24 ◽  
Author(s):  
Kathryn J. Strom ◽  
Adrian D. Martin
Keyword(s):  
Social Justice ◽  
Beginning Teachers ◽  
Social Justice Pedagogy

scholarly journals Embodied Social Justice Pedagogy in a Time of ‘No Touch’

2020 ◽  
Vol 2 (3) ◽  
pp. 675-680 ◽  
Author(s):  
Mara Sapon-Shevin ◽  
Suzanne SooHoo
Keyword(s):  
Social Justice ◽  
Social Justice Pedagogy

Implementing New Technologies to Support Social Justice Pedagogy

2016 ◽  
pp. 103-114
Author(s):  
Susan P. O’Hara ◽  
Deborah A. Pitta ◽  
Robert H. Pritchard ◽  
Julie M. Webb
Keyword(s):  
Social Justice ◽  
New Technologies ◽  
Social Justice Pedagogy

scholarly journals Using Feminist Theory and Social Justice Pedagogy to Educate a New Generation of Precautionary Principle Chemists

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Grace A Lasker ◽  
Nancy J Simcox
Keyword(s):  
Social Justice ◽  
Feminist Theory ◽  
Precautionary Principle ◽  
Science Classroom ◽  
Change Agents ◽  
Collaborative Partnerships ◽  
Chemistry Curriculum ◽  
Social Justice Pedagogy ◽  
New Generation ◽  
Human Health Effects

Students in the science classroom learn that science makes right, which devalues (whether inadvertently or very purposefully) other non-scientific areas of study and largely works against ideas of collectivism and community especially as science “rises to the top” in collaborative partnerships and interdisciplinary research and service. Applying feminist theory and social justice pedagogy within the chemistry classroom can help focus the student’s learning experiences away from hierarchical outcomes that perpetuate discriminatory practices toward change agency and the pursuit of equity, especially in regard to the design of safer chemicals. Most would agree that it is not ethically acceptable to continue to design and produce chemicals that cause adverse human health effects and environmental pollution; however, changes in the chemistry classroom to redirect this outcome has been slow. Emphasis on designing safer chemicals driven by the precautionary principle can advance the role of students and teachers as change agents in their communities.. When considering feminist theory and social justice pedagogy in the chemistry classroom, classrooms become inclusive and learning outcomes shift toward focusing on how to reduce health disparities due to chemical exposures and how to interact with systems of domination and decision making in the workplace and beyond. New chemistry curriculum is needed in these areas to help prepare a new generation of “precautionary principle chemists” who will advocate for all of our communities.

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