Lessons from an Expert Teacher of Immigrant Youth: A Portrait of Social Justice Teaching

2022 ◽  
pp. 1-14
Author(s):  
A. Lin Goodwin ◽  
Rebecca Stanton
Keyword(s):  
Social Justice ◽  
Immigrant Youth ◽  
Expert Teacher ◽  
Social Justice Teaching

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.

scholarly journals Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education

2017 ◽  
Vol 19 (2) ◽  
pp. 1 ◽  
Author(s):  
Hyunhee Cho
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
Research And Practice ◽  
Teaching For Social Justice ◽  
Inherent Feature ◽  
Degree Of Coherence ◽  
Social Justice Teaching ◽  
High Degree ◽  
Personal Literacy ◽  
Nancy Fraser

This article uses well-received contemporary scholarship—works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay—to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that social justice is an inherent feature and goal of multicultural education, and the discourses between teaching for social justice and multicultural education should be mutually associated with one another to more effectively promote social justice. The article closes by outlining personal literacy that has the potential to enrich research and practice in multicultural education.

Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed From the Trenches

2013 ◽  
Vol 44 (1) ◽  
pp. 164-198 ◽  
Author(s):  
Susan A. Gregson
Keyword(s):  
Social Justice ◽  
Classroom Practice ◽  
College Preparation ◽  
Full Time ◽  
Social Activist ◽  
Teaching For Social Justice ◽  
Social Justice Teaching ◽  
Conception Of Teaching ◽  
The Relationship

This case study examines the practice of a full-time mathematics teacher and social activist working in a secondary school with the twin missions of college preparation and social justice. Findings detail how this teacher views the relationship between mathematics education and social justice and how her conception of teaching for social justice is enacted in her mathematics classes. Interview data and excerpts of classroom practice are used to describe how the teacher negotiates 2 dilemmas in her teaching: the challenge of fostering students' independence/interdependence and the problem of dominant mathematics as a necessity/obstacle to social justice.

scholarly journals The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education

2020 ◽  
Vol 2 (2) ◽  
pp. 21-39
Author(s):  
Brittany A Aronson ◽  
Racheal Banda ◽  
Ashley Johnson ◽  
Molly Kelly ◽  
Raquel Radina ◽  
...  
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Inclusive Education ◽  
Collaborative Work ◽  
Lessons Learned ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Social Justice Teaching

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. 

“Because There Are Young Women Behind Me”

2020 ◽  
Vol 13 (2) ◽  
pp. 69-85
Author(s):  
Carolina Silva
Keyword(s):  
Social Justice ◽  
Women Leaders ◽  
Young Women ◽  
Immigrant Youth ◽  
Undocumented Students ◽  
Advocacy Group ◽  
Undocumented Youth ◽  
Youth Leaders ◽  
University Support

In this article, I discuss the experiences of young undocumented Latinas, aged between 19 and 22, in a university support and advocacy group for undocumented students. While recent research has investigated the advocacy of undocumented youth, there is a lack of attention on the experiences of undocumented women who advocate. To address this gap, I center the testimonios (testimonies) of five young undocumented women to examine their advocacy experiences. As a result of advocacy, the young women gained visibility as immigrant youth leaders, created a pipeline of support for other young undocumented women leaders, and faced disapproval from educators. I conclude by suggesting that schools and educators can foster the leadership of young undocumented women and acknowledge advocacy as a legitimate tool for social justice in education settings.

Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color

2016 ◽  
Vol 68 (1) ◽  
pp. 28-40 ◽  
Author(s):  
Leticia Rojas ◽  
Daniel D. Liou
Keyword(s):  
Social Justice ◽  
Low Income ◽  
Students Of Color ◽  
Educational Opportunities ◽  
Low Income Students ◽  
High Expectations ◽  
Segregated Schools ◽  
Perceptions Of Fairness ◽  
Education School ◽  
Social Justice Teaching

This 1-year qualitative study examined the ways in which nine social justice–oriented teachers in racially segregated schools defined and fostered sympathy with low-income students of color. These teachers reportedly defined sympathy on the basis of caring and high expectations, which challenged traditional notions of sympathy as a teacher cue for low ability and lowered expectations for learning. Building upon W. E. B. Du Bois’s concept of sympathetic touch, the findings of this study revealed that the teachers fostered sympathy through perceptions of fairness in educational opportunities, education as a method to challenge class oppression, the use of curriculum to communicate caring, and high expectations to promote students’ histories, self-respect, and preparation for a more just future. The results of these findings have implications for how society currently views teacher effectiveness, and future discussions regarding teacher education, school accountability, and teacher evaluation.

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