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 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 Does Dis/ability Now Sit at the Table(s) of Social Justice and Multicultural Education? - A Descriptive Survey of Three Recent Anthologies

2012 ◽  
Vol 32 (3) ◽  
Author(s):  
David Connor
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
Disability Studies ◽  
Research And Practice ◽  
Social Justice Pedagogy ◽  
Policy Theory ◽  
Disability Studies In Education ◽  
Theory Research ◽  
Descriptive Survey ◽  
Micro Analysis

<p>Keywords: disability, diversity, culture, social justice</p><p>In this paper I contemplate the recent inclusion of disability within three contemporary diversity-based anthologies on social justice and multicultural education: Diversity and Multiculturalism: A Reader (2009), The Handbook of Social Justice in Education (2009), and Social Justice Pedagogy Across the Curriculum (2010). Using a macro analysis of each book and a micro analysis of ninety-nine chapters in total, I analyze emergent themes and contemplate ways in which disability is framed within broader conceptions of social justice and notions of multiculturalism. Additionally, I discuss the implications for Disability Studies in Education being included within these anthologies on social justice and multicultural education, and describe potential areas of interdisciplinary growth within policy, theory, research and practice.</p>

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

scholarly journals Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Lorayne Robertson ◽  
Janette Hughes
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Language Arts ◽  
Critical Literacy ◽  
English Language ◽  
Research Study ◽  
Literacy Skills ◽  
Transformative Pedagogy ◽  
Individual Interviews ◽  
Teaching For Social Justice

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.

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.

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