Lessons from Students on Creating a Chance to Dream

1994 ◽  
Vol 64 (4) ◽  
pp. 392-427 ◽  
Author(s):  
Sonia Nieto
Keyword(s):  
High School ◽  
Social Justice ◽  
Social Class ◽  
Young People ◽  
School Reform ◽  
Critical Pedagogy ◽  
Multicultural Education ◽  
Case Studies ◽  
Curriculum And Pedagogy ◽  
Educational Structures

For the most part, discussions about developing strategies to solve educational problems lack the perspectives of one of the very groups they most affect — students, especially those students who are categorized as "problems" and are most oppressed by traditional educational structures and procedures. In this article, Sonia Nieto uses interviews to develop case studies of young people from a wide variety of ethnic, racial, linguistics, and social-class backgrounds who at the time interviewed were attending and successfully completing junior or senior high school. By focusing on students' thoughts about a number of school policies and practices and on the effects of racism and other forms of discrimination on their education, Nieto explores what characteristics of these students' specific experiences helped them remain and succeed in school, despite the obstacles. In essence, these are lessons from students, and Nieto believes that in order to reflect critically on school reform, students need to be included in the dialogue. She sets about developing an understanding of multicultural education that is basic for everyone, and is anti-racist, comprehensive, pervasive in the curriculum and pedagogy, based on critical pedagogy, and rooted in social justice.

Changing Communities

2017 ◽  
Author(s):  
Marjorie Mayo
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Social Class ◽  
Case Studies ◽  
Professional Practice ◽  
Urban Redevelopment ◽  
Original Research ◽  
Community Arts ◽  
Story Telling

This book brings theoretical understandings of migration and displacement (including displacement as a result of urban redevelopment programmes) together with empirical illustrations of the varying ways in which communities respond. These responses can be negative, divisive and exclusionary. But responses to migration and displacement can also be positive and mutually supportive, building solidarities both within and between communities, whether locally or transnationally. Drawing upon original research, the book includes case studies from varying international contexts, illustrating how different communities respond to the challenges of migration and displacement. These include examples of responses through community arts – such as poetry, story-telling and photography, exploring the scope for building communities (including transnational, diaspora communities) of solidarity and social justice. The concluding chapters identify potential implications for public policy and professional practice, aiming to promote communities of solidarity, addressing the structural causes of widening inequalities, taking account of different interests, including those related to social class, gender, ethnicity, ability and age.

Community College and High School Reform: Lessons from Five Case Studies

2006 ◽  
Vol 30 (9) ◽  
pp. 729-749
Author(s):  
Will J. Jordan ◽  
Linda Cavalluzzo ◽  
Christopher Corallo
Keyword(s):  
High School ◽  
Community College ◽  
School Reform ◽  
Case Studies ◽  
High School Reform

scholarly journals Indonesian EFL teachers’ cognitions and practices related to social justice

2020 ◽  
Vol 10 (2) ◽  
pp. 420-433
Author(s):  
Margaretha Sulistyowardani ◽  
Joseph Ernest Mambu ◽  
Athriyana Santye Pattiwael
Keyword(s):  
High School ◽  
Social Justice ◽  
Critical Pedagogy ◽  
Teacher Cognition ◽  
Personal Beliefs ◽  
High School English ◽  
The Real ◽  
Efl Teachers ◽  
Before And After ◽  
Schooling Experience

The implementation of critical pedagogy has not been well addressed, especially that viewed from the teacher cognition perspective. This project hence aims to study the cognitions and practices related to critical pedagogy by investigating the integration of social justice by high-school English teachers in Indonesia. Two participants who claimed to be critical pedagogy practitioners were interviewed and observed. Interviews were done before and after the class observation. Pre-observation interviews were done in order to identify teachers’ cognition and track factors contributing to the integration of social justice in the ELT classroom. Meanwhile, the post-observation interviews were performed to seek for clarification in relation to the congruence and incongruence between the cognitions and the real practices. Participants’ schooling experience, curriculum demand, and personal beliefs seem to play a major role in the integration of social justice in class. However, incongruence was also recognized between their stated cognition and real practices.

scholarly journals BNCC, FLEXIBILIZAÇÃO CURRICULAR E PROTAGONISMO JUVENIL: MOVIMENTOS ATUAIS DE “CONSTRUÇÃO” DO ENSINO MÉDIO BRASILEIRO, A PARTIR DA LEI 13.415/2017

2021 ◽  
Vol 14 (23) ◽  
pp. 43
Author(s):  
Crisolita Gonçalves dos Santos COSTA (UFPA)
Keyword(s):  
High School ◽  
Labor Market ◽  
Young People ◽  
School Reform ◽  
Historical Materialism ◽  
High School Reform ◽  
The State ◽  
Market Work ◽  
Extensive Formation ◽  
Life Projects

Resumo: O presente artigo investiga a Base Nacional Comum Curricular- BNCC, a flexibilização do currículo e a ideia de protagonismo juvenil, expressa por meio da Reforma do Ensino Médio, implantada no ano de 2017. A Metodologia utilizada foi a pesquisa bibliográfica de caráter qualitativo, tendo como referenciais os documentos que tratam sobre a reforma. Baseia suas reflexões no Materialismo Histórico Dialético, para o entendimento de elementos históricos e discursivos que permitam a compreensão de que a reforma está alinhada a um discurso neoliberal.  As incursões apontaram que o processo proposto pela reforma desresponsabiliza o Estado pela ampla formação da juventude e seus processos de escolarização, assumindo um discurso de que o protagonismo juvenil se caracteriza como a condução dos jovens sobre seus projetos de vida, sua inserção no mercado de trabalho e por sua conduta cidadã, tendo a BNCC como instrumento alinhador desta política de educação.Palavras-chave: Base Nacional Comum Curricular, Flexibilização Curricular, Protagonismo Juvenil.BNCC, CURRICULAR FLEXIBILIZATION AND YOUTH PROTAGONISM: CURRENT MOVEMENTS OF "CONSTRUCTION" OF BRAZILIAN HIGH SCHOOL, FROM LAW 13.415 / 2017Abstract: This paper investigates the National Common Curricular Base - BNCC, the flexibility of the curriculum, and the idea of youth protagonism, expressed through the High School Reform, implemented in the year 2017. The methodology used was the qualitative bibliographic research, having as reference the documents dealing with the reform. It bases its reflections on Dialectical and Historical Materialism, to comprehend historical and discursive elements that allow the understanding that the reform is aligned to a neoliberal discourse. The incursions pointed out that the process proposed by the reform makes the State not responsible for the extensive formation of youth and their schooling processes, assuming a discourse that youth protagonism is characterized as the conduction of young people over their life projects, their insertion in the labor market. work and for its citizen behavior, having the BNCC as an alignment instrument of this education policy.Keywords: National Common Curriculum Base, Curricular Flexibility, Youth Protagonism

Teaching War and Feeling Fear

2016 ◽  
Author(s):  
Nicole Nguyen
Keyword(s):  
High School ◽  
Public Education ◽  
Young People ◽  
School Reform ◽  
National Security ◽  
Zero Tolerance ◽  
School Staff ◽  
Daily Lives ◽  
Corporate Takeover

The first chapter locates Milton High School within national efforts to install militarized regimes of discipline in public education through the corporate takeover of schools, wage war under the banner of national security, and draw young people into the war-making business through fear by examining the genealogies of neoliberal school reform, zero-tolerance school policies, school militarization, and fear in U.S. politics. Knitting these strands together lends itself to an understanding of how the Milton school staff thought about the shifting purposes of education, the needs of their students, and the role of national security in their daily lives.

Addressing Systems of Power and Oppression

Making Change ◽  
2019 ◽  
pp. 85-96
Author(s):  
Tina P. Kruse
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Young People ◽  
Critical Pedagogy ◽  
Social Order ◽  
Critical Consciousness ◽  
Access To Education ◽  
Socially Constructed ◽  
Key Concepts ◽  
Trauma Informed

This chapter offers a primer of key concepts and applications in social justice work. It traces the practices of critical pedagogy, the processes of critical consciousness toward social change, and the healing potential of collectivism, hope, and caring. Examples of youth social entrepreneurship demonstrate such practices in varying degrees and are discussed within the chapter. Key concepts in this chapter include methods for empowering young people to identify the uneven social order and to recognize power hierarchies as socially constructed. Relatedly, the chapter looks at the needed social healing and trauma-informed practices for harm due to gaps in access to education, employment, and opportunity.

scholarly journals Racialized Social Class Pedagogical Praxis: Critical Compassion, Cariño, Respeto and Confianza

2020 ◽  
Vol 14 (1) ◽  
pp. 49-70 ◽  
Author(s):  
Jesus Jaime-Diaz
Keyword(s):  
High School ◽  
Social Class ◽  
Critical Pedagogy ◽  
High School Teachers ◽  
Teaching Practices ◽  
School Teachers ◽  
Teaching Philosophies ◽  
Teacher Student ◽  
Potential Mobility

This article explores the ways in which high school teachers understand their students in relation to their own racialized social class backgrounds. It problematizes ethnic outsider inabilities to engage teaching philosophies and practices, which render teachers unable to create constructive dialogues with students that have been marginalized in the culture of schooling. Given classed, raced, and gendered past practices in education and their schooling trajectory, which have historically truncated their potential mobility, this study is mediated by racial social class positions, which veil issues that intersect with structural inequalities. As such, this case study explores teacher/student engagements, focusing on reproduction of consciousness as unrealized teacher/learner schooling interactions. It is framed in contradiction to normative teaching practices, problematizing the absences of critical pedagogy in instruction, as it suggests alternative venues from an empowered perspective.

School Reform, Educational Governance, and Discourses on Social Justice and Democratic Education in Germany

2021 ◽  
Author(s):  
Mechtild Gomolla
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Young People ◽  
School Reform ◽  
School Effectiveness ◽  
Democratic Education ◽  
School Development ◽  
Educational Governance ◽  
Children And Young People ◽  
International Student Assessment

In Germany, at the beginning of the 2000s, the Programme for International Student Assessment (PISA) not only served as a catalyst for the development and implementation of an overall strategy for quality assurance and development of the state school systems. The school effectiveness movement has also brought the issue of educational inequality, which had been lost out of sight in the 1980s, back on the agenda. In ongoing reforms, the improvement of the educational success of children and young people with a migration history and/or a socioeconomically deprived family background has been declared a priority. However similar to the situation in Anglo-American countries, where output-oriented and data-driven school reforms have been implemented since the 1980s, considerable tensions and contradictions became visible between the New Educational Governance and a human rights- and democracy-oriented school development. A Foucauldian discourse analysis of central education and integration policy documents at the federal political level from 1964 to 2019 examined how, and with what consequences, demands of inclusion, social justice, and democracy were incorporated, (re)conceptualized, distorted, or excluded in the New Educational Governance, which was a new type of school reform in Germany. The results of the study indicate that the new regulations of school development are far from shaping school conditions in a human rights–based understanding of inclusion and democratic education. The plethora of measures taken to improve the school success of children and young people with a history of migration (in interaction with other dimensions of inequality such as poverty, gender, or special educational needs) is undermined by a far-reaching depoliticization of discourse and normative revaluations. In the interplay of epistemology, methodology, and categories of school effectiveness research with managerialist steering instruments, spaces for democratic school development and educational processes, in which aspects of plurality, difference, and discrimination can be thematized and addressed in concerted professional action, appear to be systematically narrowed or closed. But the case of Germany also discloses some opposed tendencies, associated with the strengthened human rights discourse and new legislation to combat discrimination.

scholarly journals IMPLEMENTATIONS OF MULTICULTURAL EDUCATION AS A SCHOOL CULTURE AT KRIDA NUSANTARA INTEGRATED SENIOR HIGH SCHOOL

2017 ◽  
Vol 26 (1) ◽  
pp. 53
Author(s):  
Sunani Sunani
Keyword(s):  
High School ◽  
Education Policy ◽  
Multicultural Education ◽  
Case Studies ◽  
School Policy ◽  
Qualitative Approach ◽  
Academic Programs ◽  
Influential Factor ◽  
School Life ◽  
Founding Fathers

The primary purpose of this study is to describe the implementation of multicultural education at Krida Nusantara integrated high school. The study focuses on four main points; the school policy, the implementation and the dominant factors that influence the policy, and the implementation results. A descriptive qualitative approach is taken in the study and the data is collected through interviews and case studies. The study concludes that the school's multicultural education policy is applied based on the school founding fathers’ philosophy, which emphasizes on merging nationalist and religious values. Those values are then implemented in form of academic and non-academic programs. Apart from that, students' plurality values that are embedded in their school life serve as the most influential factor in implementing the multicultural education policy.

Sign in / Sign up

Export Citation Format

Share Document