scholarly journals Editorial: Imagining and Building a Culturally Inclusive Learning Community

2013 ◽  
Vol 7 (3) ◽  
Author(s):  
Snezana Ratkovic ◽  
Denise E. Armstrong ◽  
Catherine Hands
Keyword(s):  
Social Justice ◽  
Learning Community ◽  
Teaching And Learning ◽  
Knowledge Network ◽  
Educational Goals ◽  
University Of Toronto ◽  
Cultural Boundaries ◽  
Inclusive Learning ◽  
The Face ◽  
Applied Education

With the rise of globalization, internationalization, and the interaction and exchange of individuals and organizations across their nations’ borders, there has been an increasing interest in issues related to equity, inclusion, and social justice. Yet strategies for achieving equitable environments that embrace ideals such as safety, diversity, inclusion, and social justice for everyone regardless of their diverse backgrounds (e.g., sexual orientation, ancestry, ability, income, race, and religion), remain elusive in the face of the diverse educational goals. What does this mean for educators? We devote this second volume of the Teaching and Learning Special Issue to this question, while recognizing that creating safe and equitable educational environments is a complex and challenging task, even for those educators who are committed to social justice work (Dei, 2003; McMahon & Armstrong, 2011; Ryan, 2012; Shields, 2004; Solomon, 2002; Theoharis, 2010). In order to create inclusive learning environments, educators need to develop a wide variety of skills, which includes acquiring and mobilizing knowledge, honouring students’ and parents’ voices, bridging cultural boundaries, developing networks and alliances, and accessing needed resources (Armstrong, Tuters, & Carrier, 2012; Ryan, 2012). To facilitate this process, Brock University, Western University, OISE/University of Toronto, and their local school boards in the Niagara, Peel, and Thames Valley districts, developed, organized, and facilitated a series of workshops and conferences in 2012. These events were supported by the Knowledge Network for Applied Education Research (KNAER), and the three participating universities, as well as community and school district partners. What follows in the next section is a description of the conference at Brock University, which first appeared in Volume 7, Issue 2 of this special edition.

Translanguaging as a Pedagogy for Equity, Inclusion, and Social Justice in a Multilingual Classroom

2021 ◽  
pp. 137-153
Author(s):  
Leonardo Veliz
Keyword(s):  
Social Justice ◽  
Language Development ◽  
Teacher Perceptions ◽  
Learning Community ◽  
Language Learners ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Pedagogical Approach ◽  
Self Image ◽  
Multilingual Classroom

The present study reports on an investigation into the benefits of a translanguaging pedagogy in an ELICOS class as a pedagogical approach to integrate students' complex socio-cultural, multilingual practices and experiences into a classroom learning community. This was explored through semi-structured interviews with five ELICOS students and their teacher over the course of four weeks. Interview questions addressed three specific areas of teaching and learning: (1) teacher perceptions of the pedagogical effectiveness of the translanguaging pedagogy, (2) students' views of the implementation of the translanguaging pedagogy and its benefits for their language development, and (3) students' perceived changes to their self-image as language learners throughout the pedagogical implementation. Findings revealed that the integration of a translanguaging pedagogy created more inclusive and equitable opportunities for students to draw on their hybrid and fluid multilingual experiences and resources to participate more actively in communicative interactions.

Changing perspectives in the face of the decolonisation of knowledge at South African public universities

Kybernetes ◽  
2017 ◽  
Vol 46 (9) ◽  
pp. 1564-1577 ◽  
Author(s):  
Philip Baron
Keyword(s):  
Social Justice ◽  
Family Therapy ◽  
South African ◽  
Teaching And Learning ◽  
Public Universities ◽  
Content Type ◽  
The Public ◽  
Social Tension ◽  
The Face ◽  
African Context

Purpose The legacy of colonisation and apartheid in South Africa has resulted in a radical challenge to the public universities. The successful #FeesMustFall campaign that took place in 2015 accentuated several aspects of post-apartheid transformation that have not been adequately attended to. The public universities are now faced with meeting the needs of students and interested parties who would like to see transformation at various levels, in particular, the decolonisation of knowledge. This paper aims to present an approach to address the decolonisation of knowledge. Design/methodology/approach Shifting universities’ approach to teaching and learning is a challenging endeavour, especially as it entails an embrace of previously ignored worldviews. Taking a metaphoric approach, an analysis of this problem is presented in systemic terms from a family therapy approach adhering to second-order cybernetics. A solution to bridging the disconnect between the participants in the decolonisation of knowledge in a South African context is presented. Findings Early successes were attained on the back of a therapeutic approach to meeting the needs of students who took part in curriculum and policy changes. The findings suggest that for a transformation to take place, all the participants in the university should acknowledge that the problem (which may have different forms) is a shared one and that decolonisation requires the participants to learn about other participants in the system. Reflecting on historical narratives and its present status quo from the epistemology of the directly affected parties is suggested as an indispensable step that should occur prior to the implementation of any solutions. Without the reflection process, the other members of the system may not understand the context and reasoning for the decolonisation, resulting in friction and fear, in turn mitigating the decolonisation process. Research limitations/implications Methods of empathetically engaging people who have been discriminated against is important in the goal of restoring equality and social justice. Family therapy is presented as a vehicle for communal dialogue in a therapeutic empathetic context. This approach has value in many settings other than in the education arena. Social implications Legacies of apartheid are still in effect in the South African public university system. Decolonising knowledge is one topic that may address social justice which helps to diffuse social tension and subsequent protest action. Originality/value Family therapy as an approach to decolonisation of knowledge and as an approach to appeasing social tension in the educational context is unique.

Chapter 6: “I Have Gotten Braver”: Growing and Sustaining Critical Mathematics Pedagogies through a Teacher Community of Praxis

2021 ◽  
Vol 123 (13) ◽  
pp. 1-30
Author(s):  
Emma Gargroetzi ◽  
Izzy Hendry ◽  
Angela Jeffreys ◽  
Andrew Patel ◽  
Gina Wei
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Learning Community ◽  
Mathematics Teaching ◽  
Early Career ◽  
Critical Mathematics ◽  
The Face ◽  
Critical Pedagogies ◽  
Math Teaching ◽  
K 12

Background Mathematics education is not often identified as the locus of radical social change work, with these topics assumed instead as fodder for social studies or language arts lessons. As such, teachers of mathematics can struggle to find avenues for their commitments to social and educational justice in their mathematics teaching spaces. Purpose This study examined the practice and experiences of 10 math educators participating in a voluntary teacher learning community focused on critical pedagogies and math. The purpose was to identify the core learnings and challenges made possible through this learning community. Setting and Participants The Critical Mathematics Teacher Collaborative (CMTC) consists primarily of preservice and early career K–12 teachers, all of whom teach math and seek to develop their own math teaching practices through frameworks of critical pedagogy and social justice. An informal, nonhierarchical learning community, CMTC uses a cycle of critical reflection and action: We read and discuss theory to inform visions for critical mathematics teaching, and we workshop participant-designed lesson plans to support moving from vision to action. Research Design The study was collaboratively designed among members of the group as a self-study. Bidirectional interviews were conducted among 10 participants, transcribed, and analyzed. Conclusions Four core insights were identified. Participating teachers (1) desired to be able to engage in critical work in mathematics teaching spaces, (2) were nurtured by accountability to a community that supports putting ideals into practice and continuing to examine these ideals, (3) benefitted from praxis—having a space to connect theory to the practices of daily classroom teaching, and (4) provided allyship to each other in the face of challenges to teaching for social justice, shaping not only their mathematics teaching but also teaching in spaces beyond mathematics. Examples of critical mathematics pedagogies in action in the classrooms of participating teachers are included, as well as appendices with readings and a sample agenda for use by teachers wishing to model a learning community of their own after this one.

Administrasi Layanan Khusus

2020 ◽  
Author(s):  
Haisya Hamini
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
School Health ◽  
Service Management ◽  
Educational Goals ◽  
Guidance And Counseling ◽  
School Based ◽  
Special Services ◽  
School Cafeterias

This article describes the administration of special services. The teaching and learning process requires the support of facilities that are not directly used in the classroom. Facilities that do not directly include school libraries, school cooperatives, school health businesses and school cafeterias. Management of special services in schools is effective and efficient School Based Management (SBM). School is one of the facilities that can be used to improve the quality of Indonesia's population. Schools not only have responsibilities and duties to carry out the learning process in developing science and technology, but must maintain and improve students' physical and spiritual health.Special service management in schools is basically defined and organized to facilitate or facilitate learning, and can meet the special needs of students at school. Special services are provided in schools with a view to facilitating the implementation of teaching in the context of achieving educational goals in schools. Special services include guidance and counseling, libraries, laboratories, school health efforts (uks), canteens, school cooperatives, and transportation.

Administrasi Kurikulum

2019 ◽  
Author(s):  
Fadia Kalma Lailani
Keyword(s):  
Curriculum Development ◽  
Teaching And Learning ◽  
School Management ◽  
Educational Goals ◽  
Curriculum Management ◽  
Level Of Education ◽  
Unit Level ◽  
Entire Process ◽  
School Committees ◽  
Quality School

abstrak— The purpose of making this article is to help prepare quality school management, especially with regard to curriculum management which will be implemented at the level of the education unit at the school, both done by teachers, school committees, principals, and parties related to curriculum development at the unit level of education. Hopefully this article can provide information in order to create quality school management which of course must be based on quality curriculum management as well. curriculum administration is the entire process of activities planned deliberately to the situation of teaching and learning effectively and efficiently in order to help the achievement of educational goals that have been set.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Qatrin Nada Sanya Rossevin
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
Educational Institutions ◽  
Educational Goals ◽  
Good Teaching ◽  
Learning Situation ◽  
Whole Process ◽  
Learning Practices ◽  
Teaching Programs ◽  
Principal Task

Curriculum administration is the whole process of planned and intentional and deliberate activities as well as ongoing guidance to the teaching and learning situation in order to help the achievement of educational goals effectively and efficiently.In this connection, at any school level the principal task of the school is to ensure that there are good teaching programs for students. Because basically the management or management of education focuses on all its efforts on teaching and learning practices (PBM). This seems clear that in essence all efforts and activities carried out in schools or educational institutions are always directed at the success of PBM.

Administrasi Layanan Khusus

2020 ◽  
Author(s):  
Sunyi Angelista
Keyword(s):  
Learning Process ◽  
Business School ◽  
Teaching And Learning ◽  
Service Management ◽  
Good Condition ◽  
Learning Activities ◽  
Educational Goals ◽  
Management Process ◽  
Special Services ◽  
Special Service

Special service administration is to provide services specifically or a business that is not directly related to the teaching and learning process in the classroom. But specifically given by the school to the students so that they are more optimal in carrying out the learning process Special service management in schools is basically set and organized to facilitate or facilitate learning, and can meet the special needs of students at school. Special services are held in schools with the aim of facilitating the implementation of teaching in the context of achieving educational goals in schools. Education in schools also includes trying to keep students in good condition. Good here concerning physical and spiritual aspects. Special services provided by schools to students, between schools one with other schools are generally the same, but the management process and utilization are different. Some special services available at school include: Library, Labor, UKS (School of Health Business), School Kafetaria, Facilities of worship, Dormitory, Cooperatives and Transportation. Thus, special service management is a process of providing services to students to support learning activities so that educational goals can be achieved effectively and efficiently.

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Toward Jerusalem: A journey of the eternal now (A Sermon)

2021 ◽  
Vol 118 (1) ◽  
pp. 102-107
Author(s):  
Richard Francis Wilson
Keyword(s):  
United States ◽  
Social Justice ◽  
Martin Luther ◽  
The United States ◽  
Paul Tillich ◽  
Dietrich Bonhoeffer ◽  
As I Lay Dying ◽  
The World ◽  
The Face ◽  
Martin Luther King

This article is a theological-ethical Lenten sermon that attempts to discern the transcendent themes in the narrative of Luke 9-19 with an especial focus upon “setting the face toward Jerusalem” and the subsequent weeping over Jerusalem. The sermon moves from a passage from William Faulkner’s As I Lay Dying through a series of hermeneutical turns that rely upon insights from Dietrich Bonhoeffer, Martin Luther King, Jr., Will Campbell, Augustine, and Paul Tillich with the hope of illuminating what setting of the face on Jerusalem might mean. Tillich’s “eternal now” theme elaborates Augustine’s insight that memory and time reduce the present as, to paraphrase the Saint, that all we have is a present: a present remembered, a present experienced, and a present anticipated. The Gospel is a timeless message applicable to every moment in time and history. The sermon seeks to connect with recent events in the United States and the world that focus upon challenges to the ideals of social justice and political tyranny.

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