Reflections on the Digital Youth Leadership for Social Justice Activism: Understanding Silent Dialogues through Critical Pedagogy

2006 ◽  
Vol 2 (2) ◽  
pp. 44-51
Author(s):  
Gulsun Kurubacak ◽  
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Youth Leadership ◽  
Leadership For Social Justice ◽  
Digital Youth

Educational leadership for social justice in Costa Rica, Mexico, and Spain

2017 ◽  
Vol 55 (3) ◽  
pp. 316-333 ◽  
Author(s):  
Patricia Silva ◽  
Charles L. Slater ◽  
Gema Lopez Gorosave ◽  
Victoria Cerdas ◽  
Nancy Torres ◽  
...  
Keyword(s):  
Social Justice ◽  
Costa Rica ◽  
Educational Opportunity ◽  
School Leaders ◽  
Point Of View ◽  
Equal Educational Opportunity ◽  
Content Type ◽  
School Directors ◽  
Leadership For Social Justice ◽  
Distribution Of Resources

Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

Leadership for Social Justice

2005 ◽  
Vol 101 (1) ◽  
pp. 134-161 ◽  
Author(s):  
COLLEEN L. LARSON ◽  
KHAULA MURTADHA
Keyword(s):  
Social Justice ◽  
Leadership For Social Justice

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

scholarly journals Democratizing politics and politicizing education: Critical pedagogy for active citizenship in the Taiwanese Sunflower Movement

2020 ◽  
pp. 174619792091560
Author(s):  
Spyros Themelis ◽  
Tao-Chen Hsu
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Student Participation ◽  
Student Activism ◽  
Student Movement ◽  
Civic Responsibility ◽  
Active Citizenship ◽  
Social Significance ◽  
The Relationship

This article is the first to employ a Freirean framework to discuss the Taiwanese Sunflower Student Movement and its political, pedagogical and social significance. We analyse lecturers’ and students’ perspectives and experiences of civic responsibility in order to explore the relationship between critical pedagogy and student participation in the movement. The latter is an important development in politics and student activism, as it touched the lives of an entire generation of young Taiwanese and highlighted the value of active citizenship in the fight to improve democracy as praxis for social justice. This article makes a threefold contribution: first, it adds to our understanding of the processes through which movement participants cultivate their critical consciousness; second, it offers a new angle on a politically significant moment in Taiwanese history; and third, it uses this movement to illuminate forms of oppression that exist in society and education and ways to transform it.

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