Minimizing the POSH Bias Through Education: Necessity of the “How-To” Component

2017 ◽  
Vol 10 (3) ◽  
pp. 392-395
Author(s):  
Justina M. Oliveira
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Civic Education ◽  
Psychology Education ◽  
Implementing Change ◽  
In The Beginning ◽  
Newly Hired ◽  
Education Process

Gloss, Carr, Reichman, Abdul-Nasiru, and Oestereich (2017) neglected the “how-to” component of their proposal for increasing humanitarian efforts in the field of industrial and organizational (I-O) psychology. Implementing change at an earlier point in the education process, through social justice awareness and applied service learning, is likely to lead to a more robust and fruitful shift away from a POSH bias compared to an attempt at persuading those currently in the field to adopt this change after their training (although I would never argue that the latter is utterly irrelevant). I hold an unwavering conviction that a natural route toward change would be to ensure that I-O psychology educators are explicitly focusing on the humanitarian workplace movement within our courses and that I-O professionals in organizations aid this cause by encouraging a humanitarian perspective as they train their newly hired, fresh-faced I-O graduates. The purposeful threading of humanitarian goals into I-O psychology education, in large part through service learning or civic education, is the key to our effectiveness. Without such a focus in the beginning stratum of I-O psychologists’ training, our other well-intentioned attempts at shifting the field's focus toward humanitarian concerns may be in vain. Below, I offer suggestions to reach this goal.

Facilitating youth development through service-learning: Social justice implications for underserved youth

2018 ◽  
Vol 15 (2) ◽  
pp. 93-103
Author(s):  
Christopher A Curtis
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Youth Development ◽  
Civic Education ◽  
Protective Factor ◽  
Well Being ◽  
Afterschool Programs ◽  
Marginalized Youth ◽  
Underserved Youth ◽  
Learning Programs

The implications of how service-learning participation can enhance civic knowledge and engagement among young people are discussed at length in the existing literature. However, research that explores the utility of formalizing service-learning as a means of enriching civic education for underserved and minority youth is lacking, particularly within the context of secondary education. The purpose of this article is to contribute to the discourse around increasing the use of service-learning programs as a means of supplementing existing methods that facilitate well-rounded youth development (e.g. school curricula, afterschool programs, mentorship) and enhance well-being among underserved youth within a social justice framework. The aims of this article are met by first illuminating the risk factors facing minority and underserved youth. The social justice implications of service-learning participation for youth are then discussed. Finally, the feasibility of utilizing service-learning as a protective factor for marginalized youth is explored.

Diverse Applications of Sociological Imagination: A Qualitative Study of Service-Learning Mentoring

2021 ◽  
pp. 193672442110213
Author(s):  
Laura C. Atkins ◽  
Shelley B. Grant
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Issues ◽  
Media Representations ◽  
At Risk Youth ◽  
Reflection Data ◽  
Student Mentors ◽  
Diverse Backgrounds ◽  
Personal Histories ◽  
Media And Crime

This project expands discussions regarding critical ways that students’ diverse backgrounds and experiences intertwine with service-learning and social justice. Educators need to empower the next generation to explore their views, apply their skills, and engage with social issues. The research intersects with complex conversations about students’ perspectives regarding media representations, justice system responses, and views of at-risk youth. The project spanned four semesters of a sociology of media and crime course with service-learning mentoring. Qualitative reflection data drawn from 104 participating student mentors provided insights into how service-learners’ unique personal histories and sociological imaginations inform their views of youth, the mentoring experience, and social justice. The findings focus attention upon diversity within classrooms and expand the conversation about social justice praxis and service-learning pedagogy. Through reflexivity, the researchers consider their own social justice and service-learning practices, and add to the call for greater reflexivity within community-engaged sociology classrooms.

scholarly journals Incorporation of liberal education into the engineering curriculum at a polytechnic

2016 ◽  
Author(s):  
Devin R. Berg ◽  
Tina Lee
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
General Education ◽  
Liberal Education ◽  
Engineering Curriculum ◽  
Engineering Programs ◽  
Cultural Engagement ◽  
Ethical Frameworks ◽  
Professional Careers ◽  
High Level

Traditional engineering education often falls short when it comes to the inclusion of issues related to social justice, ethics, and globalization. While engineering programs are required to include ethics content for accreditation, most seem to rely primarily on general education electives, providing only a high-level overview and including the bare minimum in the program core. This can lead to an inconsistent student experience and minimal exposure to topics which are critically important for achieving worldwide equity and operating responsibly in the engineering workplace. Given the role that engineers play in economic development, this is unacceptable. It is therefore the responsibility of engineering educators to find a better way to shape the future of the engineering profession. This paper outlines the early efforts at integrating the topics of ethics, social justice, and social responsibility more directly into the engineering curriculum. This is approached from the perspectives of pedagogy, curriculum development, and service learning opportunities. It is within this context that the authors hope to influence students' awareness of and connection to social and environmental issues as well as the ethical frameworks they develop and carry with them into their professional careers. This paper centers around the creation and delivery of a new introductory engineering course combining liberal education topics and introductory engineering topics. This course also includes a substantial design project which incorporates a cultural engagement component through collaboration with international partners. The first offering of this new course revealed that, while some reservations persist, students found value in exploring what it means to be an engineer in a broader global context.

scholarly journals Eksistensi Pendidikan Kewarganegaraan di Perguruan Tinggi Dalam Memperkokoh karakter Bangsa Indonesia

2017 ◽  
Vol 2 (1) ◽  
pp. 65-82
Author(s):  
Farida Sekti Pahlevi
Keyword(s):  
Spiritual Formation ◽  
Civic Education ◽  
Citizenship Education ◽  
The State ◽  
Citizen Involvement ◽  
Educational Objectives ◽  
National Education ◽  
Political Literacy ◽  
Education Process

Citizenship education is an integral part of the national education system.Therefore the civic education process needs to be addressed in the curriculum and learning on all paths and levels of education.Functions and roles in the context of achieving national educational objectives, civic education are designed, developed, implemented and evaluated in the context of the embodiment of national education objectives.They are the foundation and frame of mind for understanding and applying civic education.Citizenship education is a very urgent need for the nation in building a safe, comfortable, peaceful, prosperous life.In building a civilized democracy, it needs a generation of intelligent, strong-minded nation.There are several reasons why civic education is urgently needed, firstly, the rise in political literacy and not political literacy and not knowing the workings of democracy and its institutions;Secondly, the increased politichal apathism is demonstrated by the lack of citizen involvement in political processes.The intellectual, emotional, social, and spiritual formation of intelligent citizens is really a demand and necessity.This is where the existence of civic education becomes a very important tool for democratic countries including the state of Indonesia in order to give birth to a generation of nations who know the values of nationality based on Pancasila and have the necessary skills in transforming, actualizing and preserving everything that is owned by NKRI.

A Grand Challenge

2018 ◽  
pp. 429-444
Author(s):  
Adam Moore ◽  
Susan Trostle Brand
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
General Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Change Agents ◽  
Grand Challenge ◽  
Service Learning Projects ◽  
Learning Projects ◽  
Structure And Design

Teacher educators committed to social justice are charged with preparing future professionals with the knowledge and skills characteristic of change agents. This chapter explains how two university faculty members co-taught a general education course about education and social justice enlisting service-learning. This multidisciplinary course allowed teacher candidates to work with peers from other majors to select, plan, and implement a service-learning project. The structure and design of the course is described, along with examples of readings, film, media, and organizations that promote social justice. Qualitative reflections from former students are included, along with descriptions of service-learning projects. Recommendations and implications for teacher educators designing a similar course are provided.

Social Justice and Advocacy in University-Based Play Therapy Training Clinics

2019 ◽  
pp. 170-193
Author(s):  
Emily C. Brown ◽  
Emily Oliveira
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Clinical Supervision ◽  
Play Therapy ◽  
Social Inequalities ◽  
Training Programs ◽  
Social Justice Advocacy ◽  
Play Therapists ◽  
Therapy Services ◽  
Training Clinics

This chapter examines how university training programs and clinics can help play therapists develop social justice advocacy competency. Developing social justice advocacy can help play therapists understand social inequalities and oppressive systems, experience empathy with clients, and integrate advocacy action into their work. Training programs can help facilitate social justice advocacy for students through curriculum focus, service learning, and continuing education opportunities that promote awareness and empathy. Play therapy services offered in university clinics also offer opportunities for interns to increase understanding of social justice advocacy through client interactions and clinical supervision. Clinic directors promote social justice advocacy through managing just organization procedures and coordinating advocacy and outreach initiatives.

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 296-312 ◽  
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Preparing Teacher Candidates for Diverse School Environments

2018 ◽  
pp. 296-313
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

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