scholarly journals Exploring the Experiences of Social Justice-Oriented Teachers in South Korea: A Comparative Analysis of Elementary and Secondary Teachers

2021 ◽  
Vol 3 (3) ◽  
pp. 442-461
Author(s):  
Rami Woo ◽  
Hyunhee Cho
Keyword(s):  
Social Justice ◽  
South Korea ◽  
Student Development ◽  
Teaching For Social Justice ◽  
Data Collection And Analysis ◽  
Teachers Experiences ◽  
Social Justice Teaching ◽  
Context Specific ◽  
Global Agenda ◽  
The Given

Abstract Justice, equity, and diversity are more critical than ever in the global agenda in education. In the context of South Korea, this study aims to understand teachers’ practice of teaching for social justice, with a focus on how they respond to tensions and dilemmas encountered in different contexts of student development, student demographics, and school types. The process of data collection and analysis was guided by a narrative inquiry. Findings of this study demonstrate contextual constraints that the teachers face in their day-to-day practice of social justice teaching and instructional strategies that they crafted to deal with context-specific tensions and dilemmas. The discussion highlights politics of negotiation that has emerged from the teachers’ experiences of creating tactics for implementing social justice education in the given context.

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.

School Psychology Graduate Students' Perspectives on Teaching for Social Justice

2010 ◽  
Author(s):  
Alissa Briggs ◽  
Gina Bartucci ◽  
Lauren McArdle ◽  
Eva Kowalewicz ◽  
David Shriberg
Keyword(s):  
Social Justice ◽  
School Psychology ◽  
Graduate Students ◽  
Teaching For Social Justice ◽  
Psychology Graduate Students

Student development in the context of a beginning-level social justice practicum.

2020 ◽  
Vol 14 (2) ◽  
pp. 145-155
Author(s):  
Douglas Knutson ◽  
Kathleen Chwalisz ◽  
Monica Becerra ◽  
Morgan B. Christie ◽  
Maame Esi Coleman ◽  
...  
Keyword(s):  
Social Justice ◽  
Student Development

Model-Eliciting Activities: A Research-Based Method for Inquiry Learning and Professional Development in the Engineering Classroom

2008 ◽  
Author(s):  
Tamara J. Moore
Keyword(s):  
Complex Systems ◽  
Student Development ◽  
Engineering Problem ◽  
First Year ◽  
Foundation Engineering ◽  
Underrepresented Populations ◽  
Model Eliciting Activities ◽  
Engineering Problems ◽  
The Given ◽  
Mathematics And Science

Attracting students to engineering is a challenge. In addition, ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of Model-Eliciting Activities (MEAs) — realistic, client-driven problems based on the models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem — students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper will focus on the content, implementation, and student results of one of these MEAs.

International perspectives on English teaching

2015 ◽  
Vol 14 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Terry Locke
Keyword(s):  
Social Justice ◽  
South Korea ◽  
Educational Research ◽  
Design Methodology ◽  
Teaching Practice ◽  
Content Type ◽  
English Teaching ◽  
International Perspectives ◽  
The Usa ◽  
The University

Purpose – The purpose of this paper is to offer a personalised overview of the content of English Teaching: Practice and Critique for the years it was hosted at the Wilf Malcolm Institute for Educational Research (WMIER) at the University of Waikato (2002-2014). Design/methodology/approach – It notes trends in relationship to the context of origin of 335 articles published in this period (excluding editorials), including significant increases in articles originating in the USA and Pacific Rim Asian nations, particularly South Korea and Taiwan. It comments on articles that relate to the original vision of the editors’ founders, especially their emphasis on practice, criticality and social justice. Findings – Prevailing themes across 13 years are mapped and in some cases discussed. Originality/value – A number of reflections are shared in relation to the future of the journal and some challenges currently facing subject English.

scholarly journals The Use of Social Media for New College Student Development Process

2019 ◽  
Vol 1 (2) ◽  
pp. 25
Author(s):  
Alam Asrorul Haq ◽  
Aris Maulana ◽  
Dimas Ramadhana ◽  
Dyanrosa Deboraa ◽  
Prananda Anugrah
Keyword(s):  
Social Media ◽  
College Student ◽  
Student Development ◽  
Development Process ◽  
College Student Development ◽  
Student Response ◽  
State University ◽  
Use Of Social Media ◽  
The Given ◽  
New Student

 This study was conducted to examine how the use of social media to developing a new college student at State University of Malang. This study uses in-depth interviews method were conducted in a manner that has been structured. This method applied to eight new college students to get information from students about the new college student development through social media. All the students in this case, uses social media Whatsapp and Instagram in their development process, only a few students who use LINE and Facebook. This study focuses on three things that is how social media is used to perform a new student development, student response in development through social media and the tendency of students to choose development process through social media or directly development process. The results of this study can be obtained that social media help in the process but the given information must be complete and clear.

Sign in / Sign up

Export Citation Format

Share Document