Using Theater to Promote Social Justice in Communities: Pedagogical Approaches to Community and Individual Learning

This article provides an overview of the types of educational goals, pedagogical approaches, and substantive topics in planning education related to issues of diversity and social justice. The study is based on a content analysis of one hundred syllabi collected from more than seventy instructors from North American planning schools during 2012–2013. It presents a synthetic summary of the range of educational goals and pedagogical approaches. It describes the curricular content in the form of substantive topics. The article is intended to support efforts to incorporate issues of diversity and social justice in planning education.

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Critical Self-Reflexivity:

Spectrum ◽

10.29173/spectrum106 ◽

2021 ◽

Author(s):

Cindy Gaudet ◽

Jade Lewis

Keyword(s):

Social Justice ◽

Critical Pedagogy ◽

Knowledge Production ◽

Critical Reflection ◽

Indigenous Education ◽

Critical Reflexivity ◽

Social Justice Pedagogies ◽

Relational Accountability ◽

Female Scholar ◽

Pedagogical Approaches

The purpose of this article is to share a student’s critical reflexivity process in an effort to overcome the insecurity confronted by the expectations of Indigenous-Settler reconciliation. The critical self-reflexivity we present is an essential practice to unlearn colonialism with the aim to foster critical thinking as a move towards a reconciliatory approach to education. Paulette Regan’s (2014) provoking research speaks to insecurity as a barrier to moving forward. Inspired by teachings of relational accountability and an Indigenous education course taught by an Indigenous female scholar, critical self-reflexivity is one of the pedagogical approaches to surpass insecurity and engage in reconciliation in more meaningful ways. Based on this experience, critical social justice pedagogies inspire Settlers to begin the process of acknowledging their privilege, power, perspective and the ways in which dominant knowledge production perpetuates inequities, injustice and marginalization. This article contributes to critical pedagogy in practice as demonstrated by a student’s critical reflection.

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The Impact of the Southern Initiative of the Algebra Project (SIAP) Training on Mentor Self-Regulation, Mindfulness, Efficacy, and Mentee Relations

10.31219/osf.io/pxbds ◽

2021 ◽

Author(s):

Shana E JohnFinn ◽

Reginald Hopkins ◽

Cheryl P. Talley

Keyword(s):

Social Justice ◽

Mathematical Models ◽

Training Program ◽

Self Regulation ◽

Mentor Training ◽

Cognitive Characteristics ◽

Sense Of Efficacy ◽

Before And After ◽

The Impact ◽

Pedagogical Approaches

This dissertation is an evaluation of the (SIAP) Southern Initiative of the Algebra Project's mentor training program. Through the use of culturally relevant pedagogical approaches, mentors were trained on fundamentals of mentoring, various mathematical models, and topics of social justice. The study assessed changes in mentors' cognitive characteristics of self-regulation, mindfulness, and sense of efficacy before and after mentor training.

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Capabilities-Based Transformative Online Learning Pedagogy for Social Justice

Advances in Educational Marketing, Administration, and Leadership - Handbook of Research on Social Inequality and Education ◽

10.4018/978-1-5225-9108-5.ch014 ◽

2019 ◽

pp. 253-272

Author(s):

Lydia Sophia Mbati

Keyword(s):

Social Justice ◽

Online Learning ◽

Active Learning ◽

Learning Environment ◽

Empirical Studies ◽

Support Interaction ◽

Diverse Student Populations ◽

Diverse Student ◽

Diverse Student Population ◽

Pedagogical Approaches

This chapter presents pedagogical approaches for online learning with a focus on pedagogies that support interaction and active learning amongst diverse student populations. Understanding the challenges that feed social inequality are broad and complex nexus challenges, the various aspects and activities that go into learning design are discussed from the perspective of fostering equal representation and social justice in the online learning environment. While this chapter provides possible angles that may be employed to facilitate learning in a diverse student population, empirical studies need to be undertaken to test the efficacy of the approaches suggested.

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“The Wholeness of Things”: Infusing Diversity and Social Justice into Death Education

OMEGA - Journal of Death and Dying ◽

10.2190/om.57.1.d ◽

2008 ◽

Vol 57 (1) ◽

pp. 53-91 ◽

Cited By ~ 1

Author(s):

Kathleen L. Fowler

Keyword(s):

Social Justice ◽

Course Design ◽

Meaning Making ◽

Death And Dying ◽

Cultural Perspective ◽

International Borders ◽

Diverse World ◽

The Impact ◽

The Village ◽

Pedagogical Approaches

This article presents resources and strategies for the infusion of diversity and social justice themes into an undergraduate death and dying course. The intent is not to replace or dismiss existing thanatological insights and debates, but rather to widen the cultural perspective to bring these insights and debates into conversation with multiple ways of perceiving and understanding. The article covers definitions, goals and rationales, challenges in identifying and developing appropriate resources, and overall course design. It also explores readings, audiovisual materials, class activities, and pedagogical approaches to foster: student engagement with diverse world-views and experiences; understanding of “cultural competence” in various fields; awareness of the impact of race, class, gender, etc., on access to resources and care; commitment to activism for social justice; and exposure to many forms of resilience, meaning-making, and creative healing. … whenever there was a death in the village, she was the first to be sent for—the priest came second. For it was she who understood the wholeness of things—the significance of directions and colors. Prayers to appease the hungry ghosts. Elixirs for grief (Watanabe, 1992, p. 603). … the action most worth watching is not at the center of things but where the edges meet. I like shorelines, weather fronts, international borders. There are interesting frictions and incongruities in these places and often, if you stand at the point of tangency, you can see both sides better … (Fadiman,1997, p. viii). The only really happy people I have ever met are those of us who work against these deaths with all the energy of our living, recognizing the deep and fundamental unhappiness with which we are surrounded, at the same time as we fight to keep from being submerged by it (Lorde, 1980, p. 77).

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Integrating equity and social justice for indigenous peoples in undergraduate health professions education in Canada: a framework from a critical review of literature

International Journal for Equity in Health ◽

10.1186/s12939-021-01475-6 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Amélie Blanchet Garneau ◽

Marilou Bélisle ◽

Patrick Lavoie ◽

Catherine Laurent Sédillot

Keyword(s):

Social Justice ◽

Indigenous Peoples ◽

Critical Review ◽

Organizational Transformation ◽

Indigenous Health ◽

Health Care Systems ◽

Health Professions ◽

Health Professions Education ◽

Organizational Level ◽

Pedagogical Approaches

AbstractUnderstanding how to create structural change by actively counteracting racialized ways of interacting with Indigenous peoples at an individual and organizational level within health care systems and health professions education is essential for creating a more inclusive, equitable, and healthier society. In health professions education, the primary means of teaching about health inequities has been to frame them as stemming from culturally or ethnically based issues. While attention to culturally specific practices can be valuable to health and healing in some contexts, education that solely focuses on Indigenous cultures risks perpetuating cultural stereotypes and othering, rather than focusing on how Eurocentric systems continue to exert oppressive effects on Indigenous peoples. We present an organizational transformation framework grounded in equitable partnerships from a comprehensive critical review of the literature on the integration of equity and social justice in undergraduate health professions education with a focus on Indigenous health. We did a thematic analysis of the results and discussions presented in the 26 selected articles to identify promising practices and challenges associated with the integration of equity and social justice in undergraduate health professions education. The framework resulting from this analysis is composed of three interrelated components: 1) adopt critical pedagogical approaches that promote Indigenous epistemologies; 2) partner with Indigenous students, educators and communities; 3) engage educators in critical pedagogical approaches and health equity issues. This framework could guide the development of contextually tailored interventions that contribute to decolonizing health professions education.

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Capabilities-Based Transformative Online Learning Pedagogy for Social Justice

Research Anthology on Instilling Social Justice in the Classroom ◽

10.4018/978-1-7998-7706-6.ch067 ◽

2021 ◽

pp. 1175-1194

Author(s):

Lydia Sophia Mbati

Keyword(s):

Social Justice ◽

Online Learning ◽

Active Learning ◽

Learning Environment ◽

Empirical Studies ◽

Support Interaction ◽

Diverse Student Populations ◽

Diverse Student ◽

Diverse Student Population ◽

Pedagogical Approaches

This chapter presents pedagogical approaches for online learning with a focus on pedagogies that support interaction and active learning amongst diverse student populations. Understanding the challenges that feed social inequality are broad and complex nexus challenges, the various aspects and activities that go into learning design are discussed from the perspective of fostering equal representation and social justice in the online learning environment. While this chapter provides possible angles that may be employed to facilitate learning in a diverse student population, empirical studies need to be undertaken to test the efficacy of the approaches suggested.

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Restructuring Educational Systems and Promoting Social Justice for Young People Involved in Drug Trafficking in Brazil

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000366 ◽

2019 ◽

Vol 227 (2) ◽

pp. 139-143 ◽

Cited By ~ 2

Author(s):

Alex Sandro Gomes Pessoa ◽

Linda Liebenberg ◽

Dorothy Bottrell ◽

Silvia Helena Koller

Keyword(s):

Sustainable Development ◽

Social Justice ◽

Young People ◽

Latin American ◽

Drug Trafficking ◽

Sustainable Development Goals ◽

Educational Systems ◽

Economic Changes ◽

2030 Agenda ◽

Development Goals

Abstract. Economic changes in the context of globalization have left adolescents from Latin American contexts with few opportunities to make satisfactory transitions into adulthood. Recent studies indicate that there is a protracted period between the end of schooling and entering into formal working activities. While in this “limbo,” illicit activities, such as drug trafficking may emerge as an alternative for young people to ensure their social participation. This article aims to deepen the understanding of Brazilian youth’s involvement in drug trafficking and its intersection with their schooling, work, and aspirations, connecting with Sustainable Development Goals (SDGs) 4 and 16 as proposed in the 2030 Agenda for Sustainable Development adopted by the United Nations in 2015 .

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