STEM and Social Justice: Teaching and Learning in Diverse Settings

2017 ◽  
Keyword(s):  
Social Justice ◽  
Teaching And Learning ◽  
Social Justice Teaching

Social Justice Experiential Education in Rural Fiji

2020 ◽  
pp. 125-143
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Experiential Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Social Justice Teaching ◽  
The Creation

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

Social Justice Experiential Education in Rural Fiji

2021 ◽  
pp. 473-491
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Experiential Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Social Justice Teaching ◽  
The Creation

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

You Gotta Fight the Power

2015 ◽  
pp. 405-420
Author(s):  
Gloria Ladson-Billings
Keyword(s):  
Social Justice ◽  
Social Context ◽  
Hip Hop ◽  
Teaching And Learning ◽  
New Music ◽  
Protest Songs ◽  
Social Justice Teaching ◽  
The 1960S ◽  
Eighteenth And Nineteenth Centuries ◽  
Creative Forces

The tradition of music and song in freedom and liberation movements is a long one. However, each generation begins to craft new songs and new music to address its own social context and stylistic tastes. From the slave chants of the eighteenth and nineteenth centuries to the protest songs of the 1960s, there has been a thread of resistance and freedom in the music of African Americans. However, one of the most generative and creative forces—hip-hop music and culture—has been popularized to represent depravity, misogyny, racism, and homophobia. This chapter explores the revolutionary and resistance roots of hip-hop and describes how teachers might leverage the genre’s attraction to engage youth in social justice teaching and learning.

scholarly journals Dispositions for Critical Social Justice Teaching and Learning

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Elizabeth Bondy ◽  
Brittney Beck ◽  
Rachelle Curcio ◽  
Stephanie Schroeder
Keyword(s):  
Social Justice ◽  
Teaching And Learning ◽  
Social Justice Teaching ◽  
Critical Social

scholarly journals Researching social justice and health (in)equality across different school Health and Physical Education contexts in Sweden, Norway and New Zealand

2018 ◽  
Vol 25 (1) ◽  
pp. 273-290 ◽  
Author(s):  
Göran Gerdin ◽  
Rod Allan Philpot ◽  
Lena Larsson ◽  
Katarina Schenker ◽  
Susanne Linnér ◽  
...  
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Physical Education ◽  
School Health ◽  
Neoliberal Globalization ◽  
Health And Physical Education ◽  
Physical Education Teacher Education ◽  
Paper Record ◽  
Social Justice Teaching ◽  
Equitable Outcomes

The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.

FL Teaching and Learning as a Gateway for Democracy in the 21st Century

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Chiara Fabbian
Keyword(s):  
Social Justice ◽  
Foreign Language ◽  
21St Century ◽  
Teaching And Learning ◽  
The Core ◽  
Information Media ◽  
Multicultural Citizenship ◽  
Media And Technology ◽  
The University ◽  
Career Skills

Responding to the conflicting public perspectives about pedagogical approaches to, and purposes for, language teaching and learning, the authors suggest ways to reconceptualize foreign language (FL) teaching and learning as a springboard toward multicultural citizenship and social justice. The authors propose an approach to FL teaching that aims to develop learners’ information, media, and technology literacies as well as life and career skills, which are vital to succeed in a 21st-century global environment, and to empower them to become engaged citizens and agents of social change in their communities. By reframing FL and culture instruction within a social justice perspective, we devise new and creative ways to make the teaching of FL relevant to collegiate education and at the core of the university mission.

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