scholarly journals TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES

2021 ◽  
Author(s):  
Rantsie Kgothule ◽  
◽  
June Palmer ◽  
Gregg Alexander ◽  
Edwin De Klerk ◽  
...  
Keyword(s):  
Social Justice ◽  
Teaching And Learning ◽  
Transformative Leadership ◽  
Necessary Condition ◽  
Combined Processes ◽  
Human Beings ◽  
School Settings ◽  
Inclusive School ◽  
Northern Cape ◽  
Democratic Principles

In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.

Implementing Restorative Processes to Mediate Conflict and Transform Urban Schools

2021 ◽  
pp. 1211-1226
Author(s):  
Anthony H. Normore ◽  
Brian Jarrett
Keyword(s):  
Social Justice ◽  
Learning Environment ◽  
Urban Schools ◽  
Restorative Justice ◽  
Teaching And Learning ◽  
Restorative Practices ◽  
School Settings ◽  
Teaching And Learning Environment ◽  
Administration Of Justice ◽  
History Of

Drawing on restorative processes research (e.g., Braithwaite, 1999) and research on social justice (e.g., Evans, 2007; Furman & Gruenewald, 2004; Murrell, 2006; Normore & Brooks, 2014) this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Secondly, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explore how school systems use them - with specific emphasis on victim-offender conferencing. Next, authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.

Implementing Restorative Processes to Mediate Conflict and Transform Urban Schools

2017 ◽  
pp. 222-237
Author(s):  
Anthony H. Normore ◽  
Brian Jarrett
Keyword(s):  
Social Justice ◽  
Learning Environment ◽  
Urban Schools ◽  
Restorative Justice ◽  
Teaching And Learning ◽  
Restorative Practices ◽  
School Settings ◽  
Teaching And Learning Environment ◽  
Administration Of Justice ◽  
History Of

Drawing on restorative processes research (e.g., Braithwaite, 1999) and research on social justice (e.g., Evans, 2007; Furman & Gruenewald, 2004; Murrell, 2006; Normore & Brooks, 2014) this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Secondly, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explore how school systems use them - with specific emphasis on victim-offender conferencing. Next, authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.

Restorative Approaches to Honoring Human Dignity and Transforming Urban Schools

2021 ◽  
pp. 218-242
Author(s):  
Anthony H. Normore ◽  
Brian Jarrett
Keyword(s):  
Social Justice ◽  
Urban Schools ◽  
Restorative Justice ◽  
Human Dignity ◽  
Teaching And Learning ◽  
Restorative Practices ◽  
School Settings ◽  
Teaching And Learning Environment ◽  
Administration Of Justice ◽  
History Of

Drawing on restorative processes research and research on social justice, this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Second, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative, it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explores how school systems use them – with specific emphasis on victim-offender conferencing and human dignity. Next, the authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam

2019 ◽  
Vol 3 (1) ◽  
pp. 113-122
Author(s):  
Sudar Kajin
Keyword(s):  
Teaching And Learning ◽  
Intellectual Development ◽  
Human Life ◽  
Lessons Learned ◽  
Islamic Education ◽  
Human Beings ◽  
Religious Knowledge ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Readiness To Learn

Grounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the 'Transmission' paradigm in learning and the process as a 'Transmission mechanism' with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of 'readiness to learn' or 'readiness for school', there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life.

From Desamortization to Agrarian Reform in Mexico, 1856–1940

2021 ◽  
Author(s):  
Alejandro Tortolero Villaseñor
Keyword(s):  
Economic Growth ◽  
Social Justice ◽  
Land Tenure ◽  
Mexican Revolution ◽  
Agrarian Reform ◽  
Social Dimension ◽  
Necessary Condition ◽  
Land Redistribution ◽  
The Social ◽  
Lazaro Cardenas

The first phase of the development of land tenure in Mexico, from the desamortization laws in 1856 to agrarian reform, was completed in 1940 by the Lázaro Cárdenas administration. While between 1856 and 1910 property reforms served to concentrate land and stimulate latifundio, from the violent Mexican Revolution of 1910–1917 until 1992 a policy of social justice was implemented that sought to give land to peasant families, thereby generating a better distribution of land, though without improving its productivity. This signifies that if postrevolutionary modernity assumed, echoing neo-institutionalism or old trends such as positivism or regeneracionismo, that land redistribution was a necessary condition to generate economic growth, in reality it was the social dimension and not the economic that gave character to Mexican agrarian reform between 1920 and 1992. As a backdrop to this, the analysis of literature and history shows a truncated and limited agrarian reform in which traditional figures such as the cacique persisted. The traditional and official vision of the agrarian reform is misguided, in which it is understood as a product of restitutive justice, the result of peasants regaining the lands from which they had been evicted due to the desamortization laws and the greed of landowners hungry for land who had annexed the land of the pueblos. To the contrary, agrarian reform is distributive, allocating land to peasants who requested it, while the hacienda was not the source of all the evils that gave rise to the revolution. Nor can the situation of the Mexican countryside be portrayed as the fight of the peones against the hacendados or caciques hungry for land. This erroneous vision of the Mexican countryside should be demystified, because it does not take into account that agrarian reform became the touchstone to give an agrarian nature to a very diversified Mexican Revolution and convert it into an instrument for the postrevolutionary governments to champion the peasant struggle in 20th-century Mexico, becoming the key to economic growth and social justice in the rural Mexican world.

FL Teaching and Learning as a Gateway for Democracy in the 21st Century

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Chiara Fabbian
Keyword(s):  
Social Justice ◽  
Foreign Language ◽  
21St Century ◽  
Teaching And Learning ◽  
The Core ◽  
Information Media ◽  
Multicultural Citizenship ◽  
Media And Technology ◽  
The University ◽  
Career Skills

Responding to the conflicting public perspectives about pedagogical approaches to, and purposes for, language teaching and learning, the authors suggest ways to reconceptualize foreign language (FL) teaching and learning as a springboard toward multicultural citizenship and social justice. The authors propose an approach to FL teaching that aims to develop learners’ information, media, and technology literacies as well as life and career skills, which are vital to succeed in a 21st-century global environment, and to empower them to become engaged citizens and agents of social change in their communities. By reframing FL and culture instruction within a social justice perspective, we devise new and creative ways to make the teaching of FL relevant to collegiate education and at the core of the university mission.

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.

Sign in / Sign up

Export Citation Format

Share Document