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.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2011 ◽  
Vol 1 (4) ◽  
pp. 1-9 ◽  
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2013 ◽  
pp. 206-215
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

Discourse Analysis

1995 ◽  
Vol 16 (3) ◽  
pp. 150-158 ◽  
Author(s):  
Ellice A. Forman ◽  
Dawn E. Mccormick
Keyword(s):  
Special Education ◽  
Discourse Analysis ◽  
Social Construction ◽  
Minority Students ◽  
Sociocultural Theory ◽  
Teaching And Learning ◽  
The Social ◽  
Research In Education ◽  
Construction Of Disability ◽  
Sociocultural Research

Discourse analysis is one of the principal methodologies of sociocultural research in education. sociocultural research focuses on understanding how cognitive, social, cultural, affective, and communicative factors influence instruction. we review how sociocultural theory conceptualizes teaching and learning, some fundamental constructs of both the theory and the methodology, and the basic guidelines for discourse analysis. we discuss the applications of sociocultural theory and discourse analysis to remedial and special education by focusing on three areas of research: the social construction of disability, contingent instruction between adults and learners, and miscommunication between adults and working class or minority students.

Bridging Social Justice-Oriented Theories to Practice in Teacher Education Utilizing Ethical Reasoning in Action and Case-Based Teaching

2020 ◽  
pp. 185-207
Author(s):  
Kara Maura Kavanagh
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Teacher Preparation ◽  
Teaching And Learning ◽  
Ethical Reasoning ◽  
Teacher Education Programs ◽  
Theory To Practice ◽  
The Social ◽  
Practice Gap ◽  
Case Based

Teachers rarely have preparation to analyze and disrupt the social (in)justice ethical dilemmas that arise in their classrooms. Scans of newspaper headlines reveal teachers making unethical decisions. Yet, teacher education programs rarely include opportunities for students to systematical analyze social justice-oriented cases that illuminate the inequities rooted in our sociocultural context of teaching and learning. This chapter overviews the process for social justice-oriented case-based teaching with an ethical reasoning framework to bridge the theory-to-practice gap in social justice teacher preparation.

Collaborative Writing

2016 ◽  
pp. 467-492
Author(s):  
Katina Zammit
Keyword(s):  
Social Construction ◽  
Interest Groups ◽  
Interest Group ◽  
Knowledge Building ◽  
Collaborative Writing ◽  
Educational Work ◽  
Affinity Spaces ◽  
The Social ◽  
Workplace Environments

As people, of all ages, take advantage of the opportunities offered by Web 2.0 to be active participants in the process of knowledge building, they become publishers and producers of knowledge not simply consumers of information. In this chapter I will draw upon Bruns and Humphrey's (2007) concept of produsage and the four capacities of produsers as a frame through which to consider the use of wikis for collaborative writing and the social construction of meaning in an online environment. In presenting an overview of the literature on wikis in educational, work and interest-group (affinity spaces) contexts, the issues and gaps, connections will be made between these two concepts and other complementary ideas. While the chapter focuses, primarily, on wiki usage in educational contexts commentary is also included on wikis in workplace environments and for interest-groups (affinity spaces).

scholarly journals Higher education leadership responses applied in two South African comprehensive universities during the COVID-19 pandemic: A critical discourse analysis

2021 ◽  
Vol 6 ◽  
Author(s):  
Kamvalethu Kele ◽  
Pedro Mzileni
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Justice ◽  
Critical Discourse Analysis ◽  
South African ◽  
Narrative Analysis ◽  
Teaching And Learning ◽  
Comprehensive Universities ◽  
The Social ◽  
Social Justice Theory

Background: This article explored the leadership responses that were used by two comprehensive universities in South Africa (Nelson Mandela University and University of Johannesburg) during the coronavirus disease 2019 (COVID-19) pandemic in continuing with the rolling out of their teaching and learning programmes safely and digitally under disruptive conditions.Aim: Whilst universities in the developing world such as South Africa were expected to face challenges during the pandemic, this article showed that the leadership executives and general staff in two of its large universities, instead, crafted equitable and flexible improvisations to overcome the social challenges that could have posed a threat to their academic project.Setting: The selection of these two specific universities provided a unique opportunity to engage with comprehensive, massified and post-merger former Technikon-university institutions that mainly cater for working-class students.Methods: The social justice theory was utilised to frame the study, whilst critical narrative analysis was the methodology.Results: This research reveals that South African comprehensive universities possess capacity to adapt and innovate in the middle of an institutional crisis using their flexible systems and agile personnel to drive the academy under such circumstances. The study also reveals that the process of social justice is full of contradictions. As the universities created equitable measures to assist underprivileged students, these measures also generated injustices for others.Conclusion: This generated admirable and productive systematic traits to observe about some of our universities, as the South African higher education sector continued to engage with difficult conversations such as transformation.

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