Dialogic Pedagogy for Social Justice: A Critical Examination

2008 ◽  
Vol 27 (2-3) ◽  
pp. 137-148 ◽  
Author(s):  
Liz Jackson
Keyword(s):  
Social Justice ◽  
Critical Examination ◽  
Dialogic Pedagogy

scholarly journals A critical examination of acculturation theories

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Hieu Van Ngo
Keyword(s):  
Social Justice ◽  
Critical Examination ◽  
Mutual Transformation

Using an anti-oppressive and social justice lens, this paper critically examines the prominent theories of unidirectional, bidimensional and interactive acculturation. The analysis reveals that all three theoretical schools of thought have omitted to critically examine acculturation in relation to dominant-subordinate oppression, mutual transformation of immigrants and the receiving society, formulation and reformulation of identities, and issues of social justice.

A Critical Examination of Mathematics Curriculum Studies

2021 ◽  
Author(s):  
Theodore Savich ◽  
Evan Marquise Taylor ◽  
Craig Willey
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Mathematics Curriculum ◽  
Critical Examination ◽  
Physical Sciences ◽  
Phenomenology Of Spirit ◽  
Critical Theories ◽  
Marginalized Groups ◽  
Knowing That ◽  
Self Actualization

Where does one enact boundaries for what can be known systematically? Is mathematics one branch of knowledge, separate from, say, social justice or chemistry, or is it possible to understand mathematics, justice, and the physical sciences within one system of knowing? Early Habermas provides a typology of human interests that constitute different knowledge types, beginning with the empirical or analytic, traversing the hermeneutic or historical, and terminating with critical or emancipatory knowledge. Brandom’s reconstruction of Hegel’s Phenomenology of Spirit describes three responsibilities that are the norms for systematicity as well as an “algebra of normativity,” which is a “mathematical” way of understanding recognitive communities. The stories that those recognitive communities tell and retell are curricula. Although Habermas is primarily understood as a sociologist, critical or emancipatory knowledge is very much about the unity of being and knowing that occurs within individuals as they act intentionally in the world, reflect on those actions, and become more through the process of self-actualization. This notion of criticality is more or less absent from mathematics education discourses but is a powerful organizing thread from Kant through Hegel, to Habermas. Instead, most mathematics educators are concerned with critical theory as it pertains to social critique, centering social justice through critical race theory, critical disabilities studies and other critical theories. The tension between understanding emancipation at the level of individuals compared with political emancipation of marginalized groups enforces an ambiguity about who is being emancipated, what they are being emancipated from, and what role mathematics plays as either liberating or oppressive. Moreover, this tension is related to deep epistemological questions about how people come to know and repeat anything at all.

Constructing fear in academia: neoliberal practices at a public college

2011 ◽  
Vol 4 (1) ◽  
pp. 42-69 ◽  
Author(s):  
Dana-Ain Davis
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
The United States ◽  
Public Institution ◽  
Critical Examination ◽  
State University System ◽  
Public College ◽  
Liberal Politics ◽  
Western Civilisation ◽  
The Public Sphere

Neoliberal values and ideology, which have broadly undermined social justice ideals, have been inserted into a range of public spheres both in the U.S.A. and internationally. Public higher education institutions have increasingly acquiesced to neoliberal strategies, which restrict access to public services, commodify the public sphere and challenge the legitimacy of progressive and liberal politics. This article explores some neoliberal practices at one public institution of higher education in the United States. I present three incidents that took place between 2000 and 2006 at a college that is part of a public State University system: a shift to disparagement of 'activism' in a college that had prided itself on its activist traditions; a confusion over the profitable marketability of Global Black Studies, in a context where political pressures diminished 'minority' perspectives in the interest of reasserting homogeneous 'Western civilisation'; and a partnership between this public college and a prestigious private university. In each case I explore my own response in terms of faculty governance, and how I developed new courses and pedagogies to open up these aspects of the operation of neoliberalism to critical examination by students. These incidents show how neoliberal practices create fear and feelings of vulnerability among faculty, especially faculty members of colour; they also show the importance of developing critical pedagogies to expose their assaults on social justice and equity.

scholarly journals Labour market information and social justice: a critical examination

2021 ◽  
Author(s):  
Tom Staunton ◽  
Karla Rogosic
Keyword(s):  
Social Justice ◽  
Labour Market ◽  
Career Guidance ◽  
Central Place ◽  
Critical Examination ◽  
Market Information ◽  
Theoretical Assumptions ◽  
Career Literature ◽  
The Relationship ◽  
Critical Literature

AbstractLabour Market Information forms a central place in career practice and how individuals enact their careers. This paper makes use of Alvesson and Sandberg’s (Constructing research questions: doing interesting research. Sage, Thousand Oaks, 2013) methodology of focussing research on theoretical assumptions to construct a critical literature review on the relationship between Labour Market Information and career guidance. This paper presents six theoretical conceptions from the career literature: Contact, Rationalism, Nomad, Adaptability, Constructivist and Social Justice. We will argue for the need to move towards more constructivist understandings of Labour Market Information as well understandings linked to more critical understandings of the labour market.

scholarly journals The critical intersection of environmental and social justice: a commentary

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Leslie Solomonian ◽  
Erica Di Ruggiero
Keyword(s):  
Social Justice ◽  
Ecological Crisis ◽  
Critical Examination ◽  
Social Injustice ◽  
Human Culture ◽  
Ecological Degradation ◽  
Moral Necessity

AbstractThe global crises of ecological degradation and social injustice are mutually reinforcing products of the same flawed systems. Dominant human culture is morally obliged to challenge and reconstruct these systems in order to mitigate future planetary harm. In this commentary, we argue that doing so requires a critical examination of the values and narratives which underlie systems of oppression and power. We argue for the moral necessity of a socially just approach to the ecological crisis.

scholarly journals A student’s and a teacher's right to freedom of education

2020 ◽  
Vol 8 ◽  
pp. SF1-SF28
Author(s):  
Eugene Matusov
Keyword(s):  
Undergraduate Students ◽  
Psychology Students ◽  
Critical Examination ◽  
Special Issue ◽  
Final Word ◽  
Critical Dialogue ◽  
Dialogic Pedagogy ◽  
South Korean ◽  
Undergraduate Psychology ◽  
The Right

This conceptual essay, which opens the special issue, examines why a student’s right to freedom of education – the right for a student to define their own education – is so crucial for the education itself. Four diverse educational approaches are considered: training, closed socialization, open socialization, and critical examination, along with the Bakhtinian dialogic pedagogy to reveal the need for freedom of education within each of the approaches and the pedagogy. The eight aspects of the right to freedom are explicated. Three major objections against the right are considered and rebuked: 1) the Kantian paradox of autonomy and paternalism in education, 2) the paradox of learning and ignorance, and 3) fear of non-participation in education without coercion. The legitimate limitations of the right are discussed. Finally, the two major pathways to the right – radical and gradual – are analyzed. I sent the earlier draft of the paper to the Dialogic Pedagogy journal community, asking for critical commentaries. Many people submitted their critical commentaries involving their agreements, disagreements, associative readings, extensions, evaluations, and so on. My paper, their commentaries constitute this special, and my reply constitutes this special issue. Three people – David Kirshner, Belkacem TAIEB, and Jim Rietmulder – chose to provide commentaries on the margins. I included most of their comments on the margins as a new genre to promote a critical dialogue in our readers. Also, Belkacem TAIEB and Matthew Shumski submitted short commentaries that I included, below, at the end of this article as Appendix I and II. Jim Cresswell shared the manuscript with his undergraduate psychology students, and one student volunteered to add her commentary. Shelly Price-Jones shared it with her international undergraduate students studying English at a South Korean university. Twenty-one of them chose to provide a video reply. I selected a few of them that attracted my attention. Finally, I chose to address some of the issues brought in the presented critical commentaries either as my reply on the margins or at the end of this special issue. This should not be taken as “the final word” in the debate, but rather a dialogic response inviting other responses in the authors and in the audience.

scholarly journals Values in dialogic pedagogy

2015 ◽  
Vol 3 ◽  
Author(s):  
Eugene Matusov ◽  
Jay Lemke
Keyword(s):  
Critical Examination ◽  
Critical Dialogue ◽  
Dialogic Teaching ◽  
Hand Shaping ◽  
Dialogic Pedagogy ◽  
Reflective Dialogue ◽  
Teaching Values ◽  
Interesting Discussion ◽  
The One ◽  
Successful Teaching

In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values? Should it avoid teaching values? Is there some kind of a third approach? The participants of the Facebook discussions were focusing on teaching values in dialogic pedagogy and not about teaching aboutvalues. On the one hand, it seems to be impossible to avoid teaching values. However, on the other hand, shaping students in some preset molding is apparently non-dialogic and uncritical (Matusov, 2009). In the former case, successful teaching is defined by how well and deeply the students accept and commit to the taught values. In the latter case, successful dialogic teaching may be defined by students’ critical examination of their own values against alternative values in a critical dialogue. Below, Eugene Matusov and Jay Lemke, active participants of this Facebook dialogue, provide their reflection on this important issue and encourage readers to join their reflective dialogue.[1] See in a public Facebook domain: https://www.facebook.com/DialogicPedagogyJournal/posts/894734337204533, https://www.facebook.com/DialogicPedagogyJournal/posts/896916850319615

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