Teaching for Social Justice and Sustainable Development Across the Primary Curriculum

2021 ◽  
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
Teaching For Social Justice ◽  
Primary Curriculum

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

2019 ◽  
Vol 227 (2) ◽  
pp. 139-143 ◽  
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 .

School Psychology Graduate Students' Perspectives on Teaching for Social Justice

2010 ◽  
Author(s):  
Alissa Briggs ◽  
Gina Bartucci ◽  
Lauren McArdle ◽  
Eva Kowalewicz ◽  
David Shriberg
Keyword(s):  
Social Justice ◽  
School Psychology ◽  
Graduate Students ◽  
Teaching For Social Justice ◽  
Psychology Graduate Students

scholarly journals Sustaining Suburbia through New Urbanism: Toward Growing, Green, and Just Suburbs?

2018 ◽  
Vol 3 (4) ◽  
pp. 50-60 ◽  
Author(s):  
Dan Trudeau
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
New Urbanism ◽  
Case Study Research ◽  
Relative Power ◽  
Study Research ◽  
Suburban Sprawl ◽  
Development Processes ◽  
Original Case

This article examines the governance dynamics surrounding the development of sustainable neighborhoods in United States metropolitan contexts characterized as suburban sprawl. Drawing on original case study research of three distinct applications of New Urbanism design principles, the article argues for understanding the relative power of municipal authorities to incorporate social justice imperatives into the practice of sustainable development in suburban contexts. Moreover, key to prioritizing social imperatives is the way in which development processes respond to the “suburban ideal”, which is a view of suburbs as an exclusive bourgeois utopia that constrains the ability to connect so-called sustainable development with social justice. Case study research shows how deference to the suburban ideal limits sustainable development to embracing growth and greening interests only and peripheralizing or denying social justice. The article discusses how sustainable development endeavors can address such constraints in the effort to create alternatives to suburban sprawl that integrate the pursuit of social justice with environmental protection and economic growth.

scholarly journals Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Lorayne Robertson ◽  
Janette Hughes
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Language Arts ◽  
Critical Literacy ◽  
English Language ◽  
Research Study ◽  
Literacy Skills ◽  
Transformative Pedagogy ◽  
Individual Interviews ◽  
Teaching For Social Justice

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.

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