scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

scholarly journals Addressing Sexual Minority Issues in Social Work Education: A Curriculum Framework

10.18060/168 ◽  
2009 ◽  
Vol 10 (1) ◽  
pp. 103-113 ◽  
Author(s):  
Lindsay Gezinski
Keyword(s):  
Social Work ◽  
Sexual Minority ◽  
Social Work Students ◽  
Culturally Competent ◽  
Policy And Practice ◽  
Educational Approach ◽  
Knowledge And Skills ◽  
Classroom Activities ◽  
Curriculum Framework ◽  
Work Education

This paper will explore a curriculum framework that explicitly addresses the reduction of heterosexism as a means to produce students that are culturally competent of the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community. Van Den Bergh and Crisp (2004) place great importance on addressing beliefs/attitudes, knowledge, and skills when broaching culturally competent practice with the LGBTQ population. Beliefs/attitudes, knowledge, and skills in an educational approach will be advocated in this paper. Specifically, the creation of a constructivist environment will be endorsed as a means for students to critically assess their own beliefs/attitudes, knowledge, and skills. A curriculum framework that utilizes classroom activities related to heterosexual privilege, policy, and practice role plays will be discussed. This curriculum framework is intended to prepare social work students to work with LGBTQ clients.

Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity

2019 ◽  
Vol 15 (4) ◽  
pp. 330-355
Author(s):  
Rachel Garver ◽  
Tanya Maloney
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Curriculum Development ◽  
Iterative Process ◽  
Leadership Programs ◽  
Lesson Design ◽  
Student Work ◽  
Program Coordinators ◽  
School Based ◽  
Pedagogical Discussion

This article documents two professors’ inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.

All Roads Lead to Curriculum Inclusive of Social Justice and Democracy

2016 ◽  
pp. 2034-2055
Author(s):  
Victor X. Wang ◽  
Marianne Robin Russo ◽  
Valerie C. Bryan
Keyword(s):  
Social Justice ◽  
Curriculum Development ◽  
Curriculum Implementation ◽  
Relevant Information ◽  
Curriculum Theory ◽  
Curriculum History ◽  
Knowledge And Skills ◽  
History Curriculum ◽  
Development Processes ◽  
Critical Components

Developing curricula requires instructors to take into account several factors. These factors can be viewed as critical components of curriculum development for education instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum processes, curriculum implementation, and evaluation, education instructors will fail to develop sound/meaningful curriculum(s). This chapter sheds light on relevant information from curriculum on its history, theory, philosophies of development, processes, implementation, and evaluation. The value of such as review is to assist those individuals seeking a teaching credential in education to have confidence to blend curriculum development with their prior occupational knowledge and skills. The chapter also examines caveats and dangers when social and political constructs are overlaid in comportments.

scholarly journals Exploring the Unity Practices of School Leaders in Malaysian Secondary Schools

2021 ◽  
Vol 12 (6) ◽  
pp. 2109-2118
Author(s):  
Bity Salwana A Et al.
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Secondary Schools ◽  
School Leaders ◽  
Managerial Implication ◽  
Knowledge And Skills ◽  
Face To Face ◽  
School Activities ◽  
Teachers And Students ◽  
Sensitive Issues

This qualitative study was embarked with the aim of exploring school leaders’ practices in enhancing unity among Malaysian secondary school leaders. The instrument used for collecting data involved visiting the participated schools in order to conduct individual face-to-face interviews involving 12 participants who are secondary school leaders (principals and senior assistants). The data were analyzed manually. The findings showed that school leaders have not yet fully played their role to instill the 10 values of unity as proposed in the Model of Unity. The policy on unity emphasized by school leaders is only the usage of Malay Language. However, findings showed that in order to enhance unity, school leaders will remind teachers and students about unity in school gathering and meeting. School leaders will also remind multi-racial teachers and students to celebrate all the festivals, to participate in school activities, to respect each other in terms of cultural and religious differences, to instill unity values during school activities, to avoid sensitive issues and to be fair to all races. The managerial implication is school leaders need to do more practices to enhance unity. Therefore, they need more training to understand better the 10 values of unity, and to get knowledge and skills to inculcate values effectively.  The findings of this study could benefit readers on the activities that they could employ to enhance unity in their institution.

scholarly journals Implementing a Standards-Based English Curriculum: The Case of Public Secondary Schools in Medellin

Folios ◽  
2019 ◽  
pp. 139-155
Author(s):  
Paula Andrea Echeverri Sucerquia ◽  
Ana María Sierra Piedrahíta
Keyword(s):  
Public Schools ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Curriculum Design ◽  
Collaborative Work ◽  
English Teachers ◽  
School Curriculum ◽  
Secondary English ◽  
English Curriculum ◽  
Curriculum Guidelines

This case study explored Medellín’s secondary English teachers’ perspectives, practices, and experiences related to English curriculum design and implementation in public schools. Data were collected using a survey sent to all secondary schools’ English teachers, analysis of school curriculum documents, and focus group interviews at five purposefully selected schools. Data indicate that there is a gap between the teachers’ preconceived notions of curriculum as holistic and integrative, and the notion of curriculum implied in the curriculum development process they implement (a more technical one). This gap is also evident in the schools’ general curriculum documents (that state the institution’s educational, holistic goals), and the English syllabus, (that tend to focus on language structures or communicative functions). Data also revealed the many challenges teachers face when designing and implementing the curriculum, including lack of preparation on curriculum development, collaborative work among teachers, and time to develop the contents. In conclusion, English teachers in public secondary schools need more significant and sustainable support in the analysis of contexts, as well as in the adaptation of curriculum guidelines.

All Roads Lead to Curriculum Inclusive of Social Justice and Democracy

2014 ◽  
pp. 35-54 ◽  
Author(s):  
Victor X. Wang ◽  
Marianne Robin Russo ◽  
Valerie C. Bryan
Keyword(s):  
Social Justice ◽  
Curriculum Development ◽  
Curriculum Implementation ◽  
Relevant Information ◽  
Curriculum Theory ◽  
Curriculum History ◽  
Knowledge And Skills ◽  
History Curriculum ◽  
Development Processes ◽  
Critical Components

Developing curricula requires instructors to take into account several factors. These factors can be viewed as critical components of curriculum development for education instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum processes, curriculum implementation, and evaluation, education instructors will fail to develop sound/meaningful curriculum(s). This chapter sheds light on relevant information from curriculum on its history, theory, philosophies of development, processes, implementation, and evaluation. The value of such as review is to assist those individuals seeking a teaching credential in education to have confidence to blend curriculum development with their prior occupational knowledge and skills. The chapter also examines caveats and dangers when social and political constructs are overlaid in comportments.

Communicative approach in teaching foreign language to students

1970 ◽  
pp. 261-268
Author(s):  
Ольга Миколюк
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Basic Principles ◽  
Classroom Activities ◽  
Teachers And Students ◽  
Communicative Approach

This article examines the communicative approach as one of the most successful methods of teaching English nowadays. The basic principles are aimed at teachers and students, efficient classroom activities and styles of learning. Furthermore, there are some guidelines for teachers and even a critique of communicative language teaching in this article.

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