scholarly journals A Multicultural Education Praxis: Integrating Past and Present, Living Theories, and Practice

2018 ◽  
Vol 20 (1) ◽  
pp. 48 ◽  
Author(s):  
Peggy Shannon-Baker
Keyword(s):  
Social Movements ◽  
Social Justice ◽  
Action Research ◽  
Multicultural Education ◽  
Lived Experiences ◽  
Current Climate ◽  
College Course ◽  
Critical Reflections

In our current climate of heightened conservatism and criticism, multicultural education is as important as ever. This article argues for the need to reframe multicultural education as a praxis based on its social justice- oriented principles, values, and practices. Using practitioner action research, I examine my implementation of such a praxis in a college course. I discuss critical reflections on demonstrating the interconnections between current and historical social movements, theory and lived experiences, and the students’ and my learning. I conclude by arguing that reframing multicultural education as a praxis could encourage more coalitions within and beyond schools.

Popular education in a populist age

2020 ◽  
pp. 1-18
Author(s):  
Marjorie Mayo
Keyword(s):  
Social Movements ◽  
Social Justice ◽  
Action Research ◽  
Participatory Action Research ◽  
Hate Crime ◽  
Hate Speech ◽  
Popular Education ◽  
Participatory Action ◽  
Far Right ◽  
Underlying Causes

This chapter starts by exploring the growth of Far-Right populism, accompanied by increasing racism, ‘Islamophobia, hate speech and hate crime. What is Far Right populism really about? What are its theoretical roots? And how does Far Right populism impact upon communities, in practice? The Far Right has been providing socially divisive explanations for contemporary problems, exacerbating people’s fears and resentments in challenging times. Popular education and participatory action research have valuable contributions to make, in response, working with communities and social movements to unpack the underlying causes of their problems. working towards more hopeful futures - as part of wider strategies for social justice at local, national and international levels. Subsequent chapters are introduced, in summary, in the final section of this chapter.

scholarly journals Toronto’s Not-So-“Smart” City: Dismantling the Tech Utopia & Building Stronger Communities

2021 ◽  
Author(s):  
Sahar Raza
Keyword(s):  
Social Justice ◽  
Action Research ◽  
Critical Theory ◽  
Public Good ◽  
Research Methods ◽  
Smart City ◽  
Smart Cities ◽  
State Elite ◽  
Semistructured Interviews ◽  
And Control

This thesis critically analyzes the dominant discourse, actors, and technologies associated with the Sidewalk Toronto smart city project to uncover and resist the potential dangers of the unregulated smart city. Drawing from gray and scholarly literature alongside four semistructured interviews and three action research methods, this research shows that smart cities and technologies are the latest iteration of corporate power, exploitation, and control. Imbued with neoliberal, colonial, and positivistic logics, the smart city risks further eroding democracy, privacy, and equity in favour of promoting privatization, surveillance, and an increased concentration of power and wealth among corporate and state elite. While the publicized promise of the smart city may continuously shift to reflect and co-opt oppositional narratives, its logics remain static, and its beneficiaries remain few. Applying a social justice-oriented lens which connects critical theory, postmodernism, poststructuralism, intersectional feminism, and anticolonial methodologies is crucial in reconceptualizing “smartness” and prioritizing public good.

Womanist Inquiry for Social Justice in Curriculum

2021 ◽  
Author(s):  
Sabrina N. Ross
Keyword(s):  
Social Justice ◽  
Black Women ◽  
Women Educators ◽  
Women Of Color ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Survival Strategies ◽  
Multiple Systems ◽  
Informal Curriculum ◽  
Black Women Educators

Womanism is a social justice-oriented standpoint perspective focusing on the unique lived experiences of Black women and other women of color and the strategies that they utilize to withstand and overcome racialized, gendered, class-based, and other intersecting forms of oppression for the betterment of all humankind. Much of Womanist inquiry conducted in the field of education focuses on mining history to illuminate the lives, activism, and scholarly traditions of well-known and lesser-known Black women educators. Womanist inquiry focusing on the lives and pedagogies of Black women educators serves as an important corrective, adding to official historical records the contributions that Black women and other women of color have made to their schools, communities, and society. By providing insight into the ways in which processes of teaching and learning are understood and enacted from the perspective of women navigating multiple systems of oppression, Womanist inquiry makes a significant contribution to studies of formal curricular processes. Womanist inquiry related to informal curriculum (i.e., educational processes understood broadly and occurring outside of formal educational settings) is equally important because it offers alternative interpretations of cultural productions and lived experiences that open up new spaces for the understanding of Black women’s lived experiences. A common theme of Womanist curriculum inquiry for social justice involves physical and geographic spaces of struggle and possibility. Indeed, many of the culturally derived survival strategies articulated by Womanist scholars focus on the possibilities of working within the blurred boundaries and hybridized spaces of the in-between to achieve social justice goals. In addition to the provision of culturally congruent survival strategies, Womanist inquiry also provides sources of inspiration for contemporary Black women and other women of color engaged in curriculum work for social justice. The diverse forms of and approaches to Womanist inquiry in curriculum point to the fruitfulness of using Womanism to understand the intersectional thoughts and experiences of Black women and other women of color in ways that further social justice goals.

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 296-312 ◽  
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Preparing Teacher Candidates for Diverse School Environments

2018 ◽  
pp. 296-313
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Examining Oppressions as a Way of Valuing Diversity

2020 ◽  
pp. 55-77
Author(s):  
Otrude Nontobeko Moyo
Keyword(s):  
Social Justice ◽  
Social Construction ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Documentary Films ◽  
Classroom Experiences ◽  
The Social ◽  
Pedagogy Of Discomfort ◽  
Support Students ◽  
Critical Reflections

This chapter shares an example of using a critical multicultural lens in teaching and learning to engage diversity and social justice in intercultural experiences. The author draws on the classroom experiences of the author and highlights instructor-learner perspectives. Emphasized is the use of the knowledge building classroom engaging pedagogy of discomfort, courageous dialogues, and critical reflections in a reiterative process to engage students in “critical knowing thyself” and “respectfully knowing others.” Students are encouraged to use a critical multicultural lens that centers power in societies together with supportive readings, documentary/films, and activities to examine the social construction of race (racism), gender (sexism), heteronormativity (homophobia), class (classism), and (dis)abilities (ableism) at the personal, interpersonal, institutional, and cultural levels. The conclusion highlights the need to engage self-criticality and the pedagogy of discomfort to examine the interlocking systems of oppression to support students' learning beyond just cataloging privileges.

Outro

Renegades ◽  
2021 ◽  
pp. 123-128
Author(s):  
Trevor Boffone
Keyword(s):  
Social Media ◽  
Social Movements ◽  
Social Justice ◽  
Significant Role ◽  
Black Girls ◽  
New Music ◽  
Black Lives Matter ◽  
Social Media Platforms ◽  
The Revolution

The Outro explores how the Renegades throughout this book used their social media platforms and clout to further social justice messages during the height of the renewed Black Lives Matter movement following the murder of George Floyd in summer 2020. Renegade Zoomers played a significant role in celebrating Blackness and made many of these “moves” on social media. Whether it was through attending marches, creating viral dance challenges, or producing new music, Renegades positioned their creativity, joy, and labor as central to the movement for Black lives. Their work forced onlookers, moreover, to recognize the labor of Black girls in our social movements. Renegades reveal, ultimately, that the revolution will be digital.

11. Social Movements and Alternative Politics

2017 ◽  
Author(s):  
Siri Gloppen
Keyword(s):  
Social Movements ◽  
Social Justice ◽  
Identity Politics ◽  
Developing World ◽  
New Technology ◽  
Bottom Up ◽  
Theoretical Perspectives

This chapter examines how social movements in the developing world and ‘bottom-up’ alternative politics, supported by new technology and globalized networks, can strengthen democracy. It first traces the origins of social movements, showing how different forms of social movements have emerged and been influential during different periods, before discussing the main theoretical perspectives about why this is so and how we should understand this phenomenon. It then considers past and present social movements and alternative politics in the developing world, focusing on three categories: movements concerned with democracy and governance, movements concerned with identity politics, and movements concerned with social justice. It also describes the increasing globalization of social movements and explains what makes such movements successful.

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