This thesis was an examination of my own practice in critical literacy teaching for social justice in Language Arts. The intention was to evaluate the effectiveness of a teacher inquiry process in improving social justice based instructional practice. Particularly, developing critical literacy skills with students was a focus. Emphasis was placed on the role of “text analyzer”, who “understands that texts are not neutral, that they represent particular views and perspectives, that other views and perspectives may be missing, and that the design of messages of texts can be critiqued and alternatives considered” (Freebody & Luke, 1990). By examining perspectives and points of view in text, students moved toward understanding agency, oppression and empowerment. Learnings included identifying an operational framework for developing a social justice orientation to teaching and integrating social justice teaching across a variety of curriculum areas.

This project examines the work of four elementary music educators who strive to challenge the dominant paradigm of music education. I employed the methodology of a multiple case study (Merriam, 1998; Yin, 2009) to consider the discourses, practices, and philosophies of these four educators. I observed in each school for an eight-week period for two full days each week, conducting semi-structured interviews at the beginning, middle, and end of each observation process. At each school, I followed an observation protocol, in addition to completing three interviews, and keeping a journal. In this work, I mobilize a tri-faceted lens that combines the theoretical frameworks of anti-colonialism, anti-racism, and anti-racist feminism toward counterhegemonic goals. The teachers' diverse practices include critically engaging with issues of social justice, studying a broad range of musics, introducing multiple musical epistemologies, creating space for students to own the means of cultural production, contextualizing musics, considering differential privilege, and subverting hegemonic practices. In many ways, these four individuals interrupt the traditional Eurocentric focus on Western classical music to explore different possibilities with their students. However, within this work to subvert, there were moments in each classroom where the dominant paradigm was reinscribed. These subversions and reinscriptions are instructive to music education and carry broader implications for the discipline. Ultimately, this thesis argues that a truly radical music education involves shifting from a liberal to a critical paradigm. Many values and strategies traditionally found in liberal education can be reread radically, and doing so puts forward tenets of a radical music education. Within these four classrooms, there were myriad examples of this shift from a liberal to a critical orientation. However, this work also raises questions of positionality and asks explicitly which bodies are able to do radical anti-oppressive work in music education, acknowledging that it is possible to unintentionally reinscribe dominant power relations while working to subvert them.

This project examines the work of four elementary music educators who strive to challenge the dominant paradigm of music education. I employed the methodology of a multiple case study (Merriam, 1998; Yin, 2009) to consider the discourses, practices, and philosophies of these four educators. I observed in each school for an eight-week period for two full days each week, conducting semi-structured interviews at the beginning, middle, and end of each observation process. At each school, I followed an observation protocol, in addition to completing three interviews, and keeping a journal. In this work, I mobilize a tri-faceted lens that combines the theoretical frameworks of anti-colonialism, anti-racism, and anti-racist feminism toward counterhegemonic goals. The teachers' diverse practices include critically engaging with issues of social justice, studying a broad range of musics, introducing multiple musical epistemologies, creating space for students to own the means of cultural production, contextualizing musics, considering differential privilege, and subverting hegemonic practices. In many ways, these four individuals interrupt the traditional Eurocentric focus on Western classical music to explore different possibilities with their students. However, within this work to subvert, there were moments in each classroom where the dominant paradigm was reinscribed. These subversions and reinscriptions are instructive to music education and carry broader implications for the discipline. Ultimately, this thesis argues that a truly radical music education involves shifting from a liberal to a critical paradigm. Many values and strategies traditionally found in liberal education can be reread radically, and doing so puts forward tenets of a radical music education. Within these four classrooms, there were myriad examples of this shift from a liberal to a critical orientation. However, this work also raises questions of positionality and asks explicitly which bodies are able to do radical anti-oppressive work in music education, acknowledging that it is possible to unintentionally reinscribe dominant power relations while working to subvert them.

Thesis (Ph.D.(Education Management and Policy Studies))--University of Pretoria, 2010. / Includes bibliographical references.

abstract: The passing of anti-immigrant legislation in the state of Arizona over the last decade has exacerbated an already oppressive system perpetuated by globalization and its byproducts, neoliberalism and neoconservativism. The social justice activist educators who live and work with the children and families most affected by these laws and policies must learn to navigate these controls if they hope to sustain their work. I have drawn from Freire's work surrounding the theories of praxis and conscientization to explain the motivation of these teachers, and the sociological theory of Communities of Practice (Lave & Wenger, 1991; Wenger, 1998; & Wenger, McDermott, & Snyder, 2002), to explain how the group, Arizona Teachers for Justice serves as a space of learning and support for these educators. This dissertation is a multiple case study and has employed semi-structured interviews with four social justice activist educators to understand how social justice activist educators in Arizona cope and sustain their teaching and activism, particularly through their membership in groups such as Arizona Teachers for Justice. The teachers in this study are each at different stages in their careers and each teaches in a different setting and/or grade level. This cross section provides multiple perspectives and varied lenses through which to view the struggles and triumphs of social justice activist educators in the state of Arizona. The teachers in this study share their experiences of being singled out for their activism and explain the ways they cope with such attacks. They explain how they manage to fulfill their dedication to equity by integrating critical materials while adhering to common core standards. They express the anger that keeps them fighting in the streets and the fears that keep them from openly rejecting unjust policies. The findings of this study contribute to the discussion of how to not only prepare social justice activist educators, but ways of supporting and sustaining their very crucial work. Neoliberal and neoconservative attacks on education are pervasive and it is critical that we prepare teachers to face these structural pressures if we hope to ever change the dehumanizing agenda of these global powers. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2013

O presente estudo objetivou identificar a experiência e analisar a percepção dos adolescentes como agentes facilitadores no projeto de Justiça Restaurativa nas escolas municipais de São José dos Campos/SP, quanto ao impacto do projeto no cotidiano escolar, familiar e na sociedade. Para a realização da pesquisa foram escolhidos três adolescentes integrantes do ciclo II, do Ensino Fundamental de Escolas Municipais inseridas no projeto Justiça Restaurativa que se localizam na região Norte, Sul e Leste do município e para complementaridade da pesquisa, após a banca de qualificação, foram realizadas entrevistas coletivas com gestores e professores das unidades escolares envolvidas no projeto. Para alcançar os objetivos propostos, utilizou-se da abordagem qualitativa. A coleta dos dados se deu por meio da Metodologia da História Oral, com entrevista semiestruturada. Para análise dos dados, utilizou-se a técnica da triangulação, valendo-se da pesquisa documental, bibliográfica e da observação e análise dos contextos, nos quais os alunos vivenciaram a Justiça Restaurativa. Os sujeitos entrevistados identificaram que o diálogo é um caminho para a resolução de conflitos. Nas narrativas, constatamos a contradição entre o ideário coletivo e a prática cotidiana. Observa-se, na formação dos sujeitos, que os mesmos não percebem a dimensão total da influência socioeconômica no cotidiano escolar. Concluiu-se que a Justiça Restaurativa é uma técnica que agrega, mas insuficiente para resolução da violência, na medida em que é necessária uma mudança cultural, com a participação de sujeitos ativos e a consciência critica da realidade, como também uma mudança estrutural do sistema econômico, o qual aprofunda a desigualdade social, geradora de conflitos. / This study aimed to analyze the perception of teenagers who participated in the project implementation of restorative justice in municipal schools from São José dos Campos, facing the situation of conflict and violence present in the school context, as well as the impacts of restorative justice in their lives. To conduct the study three teenagers from the cycle II of the elementary school were chosen from schools participants on the project that were located in the north, south and east regions of the city, for completeness of this study, after the qualification board, more interviews were made with school directors and teachers from the schools participants on the project. To achieve the proposed objectives, we used the qualitative approach. Data collection took place through the history of oral and semistructured interview. For data analysis we used the triangulation technique based on archival research, literature and the observation and analysis of the contexts in which students experienced the restorative justice. The interviewees identified that dialogue is the way to violence resolution. In the narratives we see the contradiction between collective ideals and everyday life. It is observed in the formation of individuals who do not realize the full extent of the socio-economic influences of society in school everyday. Restorative justice is a technique that is not enough in itself. We need a cultural change involving active individuals and critical consciousness of reality.

Internalized oppression is one of the conceptual foundations of social justice education. Though the literature on internalized oppression is rich with descriptive data, little theory has been developed in this area. To date, the field of Social Justice Education has been limited by this oversight. Drawing upon the work of theorists who have examined this topic across a variety of social identities, this study presents a generalizable framework for understanding and analyzing internalized oppression. More specifically, this research focuses on the internalized oppression of subordinant groups, also known as internalized subordination. The framework presented within this study identifies internalized oppression as having three core components or "defining elements": process, state, and action. It is intended to be used as a foundation and starting point for, rather than in lieu of, the examination of the internalized oppression specific to particular social identities. Further, this framework is intended to benefit both scholars and practitioners of social justice and will aide in the development of methodologies and pedagogies aimed at interrupting internalized oppression and promoting liberatory consciousness.

No description available.

The purpose of this study is to explore tensions and themes that have influenced my activist identity. Drawing on theories of reflective practice, self study and autoethnography I use a narrative inquiry approach to trace significant experiences in my life, from student to high school teacher, to teacher educator. Themes that arise include a shift from a political to a “student voice”-focused approach to educational activism, the ongoing influence of my privileged identities, the importance of mentorship, the recognition that social change is possible, and the awareness and embracing of my “unfinishedness”. This study attempts to add to literature on educational or teacher activism and speak to the value of narrative inquiry approaches in teacher education and professional development programs.

The purpose of this study is to explore tensions and themes that have influenced my activist identity. Drawing on theories of reflective practice, self study and autoethnography I use a narrative inquiry approach to trace significant experiences in my life, from student to high school teacher, to teacher educator. Themes that arise include a shift from a political to a “student voice”-focused approach to educational activism, the ongoing influence of my privileged identities, the importance of mentorship, the recognition that social change is possible, and the awareness and embracing of my “unfinishedness”. This study attempts to add to literature on educational or teacher activism and speak to the value of narrative inquiry approaches in teacher education and professional development programs.