"Doing Right By": Teacher Aides, Students with Disabilities, and Relational Social Justice

2011 ◽  
Vol 81 (1) ◽  
pp. 95-119 ◽  
Author(s):  
Gill Rutherford
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Students With Disabilities ◽  
School Experiences ◽  
Research Literature ◽  
Learning Support ◽  
Right To Education ◽  
Growing Body ◽  
Teacher Aides

In this article, Gill Rutherford seeks to understand, from the perspectives of teacher aides, the influence of their work on the school experiences of New Zealand students with disabilities. Rutherford contributes to a growing body of international research regarding the role of teacher aides that documents the complex and ambiguous nature of their work. Ironically, given the injustice of assigning unqualified teacher aides to students whose learning support requirements (through no fault of their own) often challenge teachers, the findings of the study suggest that aides may contribute to the development of a more just education by virtue of their relationships with students with disabilities. Teacher aides' knowing and caring about students in terms of their humanity and competence resulted in their recognizing and addressing injustices experienced by students. In acting on students' behalf, in "doing right by" each student, these aides enabled students to enact their formal right to education. The study findings, interpreted within a framework of relational social justice, add another dimension to what has already been documented in research literature about the paradoxical nature of teacher aides' work.

scholarly journals El papel de las experiencias escolares preuniversitarias en la conformación de un proyecto de vida ligado a la educación superior en estudiantes con discapacidad

2016 ◽  
Vol 20 (2) ◽  
pp. 1 ◽  
Author(s):  
Rodolfo Cruz-Vadillo ◽  
Miguel Ángel Casillas-Alvarado
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Data Collection ◽  
Students With Disabilities ◽  
Structured Interview ◽  
School Experiences ◽  
The Body ◽  
Positive Experience ◽  
Right To Education ◽  
Audio Recordings

This article aims to approach the school experiences of 13 students with disabilities. It corresponds to a cross, synchronous and non experimental study, whose scope is mainly descriptive. The data collection was carried out through a semi-structured interview and transcribed from audio recordings to make a category analysis. The main results showed that in the case of students who were born with disabilities, the fact that an institution was inclusive turned out essential for them to have adequate transit through the educational system and thus become apt for higher education. The combination disability-inclusion-right to education-higher education is what this paper aimed to weave, trying to follow as thread or anchor, the previous school experiences of students with disabilities. We recognize that an adequate, inclusive, positive experience besides a subjective construction of the body and disability by family members, become important conditions to access schooling. Education is a right, therefore it can not be seen as an act of charity; it should be required as a quality practice.

scholarly journals The role of endowments in the realization of peace and human rights

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Jafar Sabbaghian Deloui ◽  
Ali Pourqasab Amiri ◽  
Alireza Jahangiri ◽  
Ahmad Reza Behniafar
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Third Generation ◽  
Right To Education ◽  
The Third ◽  
Right To Development ◽  
Positive Peace ◽  
The Right ◽  
Economic Inequalities

The results of this article indicate that positive peace focuses on health, disease and the fight against disease, poverty, social and economic inequalities, and the realization of social justice and at the same time, the components of the third generation of human rights are trying to realize such things as the right to development, the right to education and the right to occupation that due to its functions, endowment plays an important role in providing the mentioned items. In conclusion, it can be said that endowment is effective in strengthening and promoting positive peace and the components of the third generation of human rights.

Bilingual/Bicultural Paraprofessionals as Brokers of English Learners' Family-Teacher Relationships

2021 ◽  
pp. 46-64
Author(s):  
Eva I. Díaz ◽  
Diana Gonzales Worthen ◽  
Conra D. Gist ◽  
Christine Smart
Keyword(s):  
English Learners ◽  
Research Synthesis ◽  
Well Being ◽  
Research Literature ◽  
Home School ◽  
Learning Support ◽  
Cultural Wealth ◽  
Teacher Relationships ◽  
Cultural Brokering

For over four decades, bilingual/bicultural paraprofessionals have been vital partakers in the education of English learners (ELs). Scholars have underscored school districts' reliance on them for instructional/learning support and their potential as builders of home-school bridges. Moreover, family-teacher relationships are essential to ELs' positive academic and well-being outcomes. Nevertheless, the paraprofessional's role in bridging relationships between teachers and families of ELs is less understood. This chapter presents a research synthesis of the extant peer-reviewed research literature published in the last 30 years on the role of bilingual/bicultural paraprofessionals in promoting more equitable relationships between the families and teachers of ELs. Three main themes emerged, including (a) building trust, (b) connecting families and teachers via linguistic and cultural brokering, and (c) activating biographical community cultural wealth. The findings also highlight the need for positioning relational brokering as equally crucial as linguistic and cultural brokering. Implications for practice and research are addressed.

New Critical Pan-Pacific Qualitative Inquiry

2018 ◽  
Vol 11 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Robert E. Rinehart
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Indigenous Peoples ◽  
Qualitative Inquiry ◽  
Indigenous Research ◽  
Cooperative Behaviour ◽  
Mutual Respect ◽  
Similarities And Differences

In this piece, I explore two related issues of new critical Indigenous research. First, building on previous work, I recap the similarities and differences—in terms of social justice issues—of several historical cases regarding Indigenous peoples. I then examine the role of respect—especially “reciprocal respect”—in Pan-Pacific Indigenous research and give exemplars from New Zealand, Filipino, Aboriginal, and Samoan contexts as discussion points that ground a larger examination of mutual respect, mutuality, and cooperative behaviour. Finally, I suggest that the historical treatments of various Indigenous peoples to this day impact upon the form and tenor of critical Indigenous research.

Bilingual/Bicultural Paraprofessionals as Brokers of English Learners' Family-Teacher Relationships

2022 ◽  
pp. 1576-1595
Author(s):  
Eva I. Díaz ◽  
Diana Gonzales Worthen ◽  
Conra D. Gist ◽  
Christine Smart
Keyword(s):  
English Learners ◽  
Research Synthesis ◽  
Well Being ◽  
Research Literature ◽  
Home School ◽  
Learning Support ◽  
Cultural Wealth ◽  
Teacher Relationships ◽  
Cultural Brokering

For over four decades, bilingual/bicultural paraprofessionals have been vital partakers in the education of English learners (ELs). Scholars have underscored school districts' reliance on them for instructional/learning support and their potential as builders of home-school bridges. Moreover, family-teacher relationships are essential to ELs' positive academic and well-being outcomes. Nevertheless, the paraprofessional's role in bridging relationships between teachers and families of ELs is less understood. This chapter presents a research synthesis of the extant peer-reviewed research literature published in the last 30 years on the role of bilingual/bicultural paraprofessionals in promoting more equitable relationships between the families and teachers of ELs. Three main themes emerged, including (a) building trust, (b) connecting families and teachers via linguistic and cultural brokering, and (c) activating biographical community cultural wealth. The findings also highlight the need for positioning relational brokering as equally crucial as linguistic and cultural brokering. Implications for practice and research are addressed.

Teaching Tolerance in the Music Classroom

2017 ◽  
Vol 30 (3) ◽  
pp. 18-21 ◽  
Author(s):  
Alice-Ann Darrow
Keyword(s):  
Social Justice ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
Music Educators ◽  
Music Classroom ◽  
Teaching Tolerance ◽  
Bullying Behaviors ◽  
Music Classrooms

The purpose of this article is to discuss the need for teaching tolerance in music classrooms, as well as the role of music educators in preventing discrimination and promoting tolerance of all targeted groups, but particularly in regard to students with disabilities. Also addressed are curricular implications, suggestions for dealing with abusive and bullying behaviors in the classroom, instructional strategies that address prejudice, and role of music in promoting social justice.

Confronting Biological Reductionism From a Social Justice Agenda: Transformative Agency and Activist Stance

2018 ◽  
Vol 67 (1) ◽  
pp. 44-63 ◽  
Author(s):  
Anna Stetsenko
Keyword(s):  
Social Justice ◽  
Social Resources ◽  
Educational Success ◽  
Developmental Systems ◽  
Body Of Knowledge ◽  
Wide Range ◽  
Growing Body ◽  
Time Critical ◽  
Biological Reductionism

This article draws attention to contemporary research and theorizing that counters and resolutely dispels biological determinism laden with a plethora of mythic racial, gender, dis/ability and other types of unproven assumptions, conjectures, and biases. Based on a wide range of emerging conceptual breakthroughs and a growing body of evidence across neurosciences, epigenetics, developmental systems perspectives, and activity-centered cultural–historical frameworks, the argument can be made that all persons have infinite potential—incalculable in advance, unlimited, and not predefined in terms of any putatively inborn “endowments.” From this perspective, educational success is correlative with access to social resources and mediators such as teacher experience and skills. These and other radical implications can be drawn out with more force if this emerging body of anti-reductionist and anti-biodeterminist knowledge is connected to and integrates critical and sociocultural scholarship with agendas of social justice and equality such as exemplified in works by Marx and Vygotsky. At the same time, critical and sociocultural scholarship can draw on this emerging body of knowledge to support its struggles for a better society and education. For these two broad strands of scholarship to connect and benefit from each other, a revision of the role of subjectivity and activism in research is required, with steps in this direction discussed in this article.

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