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"Keeping the vision" collaborative support for social justice teaching and transformational resistance /Henning, Nicholas Simon. January 2009 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 263-283).
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Actualizing Social Justice: An Exploratory Case Study of a Public Middle SchoolLee, Camille 01 May 2010 (has links)
Researchers and k-12 practitioners have been struggling with inequity and diversity issues for the past four decades. These struggles have produced multiple philosophies, theoretical perspectives and educational approaches—each with strengths and limitations. The various approaches to addressing diversity indirectly and implicitly address, but have not managed, the systemic changes necessary for education to be socially just. Ideally, all diversity approaches should result in academic achievement and social change—the goals of social justice education. Past research has mainly focused on crisis intervention strategies or on meeting individually-based needs rather than on systemic practices and strategies at the school or district level. Toward this end, the purpose of this study was to explore how social justice goals are manifested in one school. The specific objectives were as follows: 1. Explore how the different members of the school community describe or define social justice. 2. Examine what current programs the participants believe support social justice-related goals. 3. Investigate current practices the participants believe to be socially just. This qualitative case study used interviews, document review and observations of administrators and teachers at the research site (Middle School). This study was designed to be exploratory in nature. Through the syntheses of the literature, I developed a tri-focal lens framework for social justice education which I use as an analytic tool. From the analysis, I offer a description of Middle School’s efforts to implement social justice goals. The findings of this study indicate that implementing social justice education theory in real contexts is a highly complex and evolutionary process, but not impossible. The purpose of this study never intended to establish a privileged binary of theory over practice, but rather I set out to explore the complexity of the intersections—the convergences and divergences of theory and practice. And, as is usually the case when moving between theory and practice, the study reveals the necessary trade offs and unintended consequences of well-intended decisions.
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Practice what you teach : an exploration of the importance of critical reflection in the implementation of theory-based social justice education / Exploration of the importance of critical reflection in the implementation of theory-based social justice educationMcKay, Katherine Chesham 08 August 2012 (has links)
In an effort to match the structure of this paper to its content, a commitment of linking theory and practice, I use a framework that is a hybrid of theories rooted in practice. Frire's (1970) theory of liberation through social justice education, Bourdieu’s (1977) theory of cultural, economic and
symbolic capital, Bhabha’s (1994) and Gutiérrez’s (2008) work around hybridization and Third Space, and my own understanding of critical reflection each contribute to my attempt to address the following questions: What does it mean to link theory and practice in social justice education? What do models from research tell us about how to link theory and practice? What implications does this research have for educators and students of privilege?
In order to address these questions I 1. Discuss the theory as I have to come to understand it over the last three years 2. Analyze instances of teachers' attempts to merge theory and practice,and 3. Develop the curriculum for a professional development opportunity, putting into practice the theories I develop over the course of this paper. / text
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The Invisible Whiteness of Being: the place of Whiteness in Women's Discourses in Aotearoa/New Zealand and some implications for Antiracist EducationGibson, Helen Margaret January 2006 (has links)
This thesis asks two central questions. First, what is the range of racialised discourses that constitute the subjectivities of some Pakeha ('white'/European) women? Second, can an examination of racialised discourses be useful for present social justice and antiracist pedagogy? The research examines and analyses a range of discourses of Whiteness that contribute to the constitution of contemporary Pakeha women as racialised subjects. Central to the thesis is an analysis of dominant discourses and the contemporary challenges that analyses of racism and aspects of identification present in Aotearoa/New Zealand. The study is qualitative and draws on insights from discourse analysis theory, critical Whiteness theory and feminist approaches to theories on racism and 'white' supremacy. The analysis is located in the historicised context of contemporary Aotearoa/New Zealand where a Treaty, Te Tiriti O Waitangi, which was signed by some hapu, the tangata whenua of Aotearoa, and representatives of the British Crown in 1840, underpins current socio-cultural politics of biculturalism. The thesis argues/contends that racialised discourses, in particular various discourses of Whiteness are available to contemporary Pakeha women. The analysis is grounded in both a preliminary focus group and individual interviews of 28 Pakeha women ranging in age from 24 to 86 years, the majority of whom were aged between 40 and 55 years. With few exceptions, participants revealed that they were constituted within discourses of Whiteness through their communication choices and discursive strategies in the interviews in two distinct ways: firstly in their perceptions expressed in their narratives and recollections, and secondly in the discursive forms used in participants' interactions during the focus group and interviews. These 28 women, some of whom had participated in antiracist education such as Treaty of Waitangi workshops, utilised discourses that exposed the pervasiveness and significance of racialised discourses as they attempted express how they learned to be 'white'. Participants maintained and reproduced discourses of Whiteness that had gendered and some class influences contained in their perceptions, talk and significantly in their silences. The analysis shows how remnants of essentialist ideologies of 'race' based in the nineteenth century imperialism are constantly reworked and are seemingly invisible to those constituted within these racialised discourses, apparently giving these outdated representations no chance to fade away. Based on the analysis, critical pedagogies of Whiteness in education that incorporate an epistemic approach are suggested, which have the potential to facilitate Pakeha women's ability to conceptualise their racialised discursive location. As an outcome of this understanding, the thesis maintains that Pakeha will have the capability to strategically reconceptualise their discursive constitution in order to address the complex forms of identity, understanding of difference and representation. Furthermore, these reconceptualisations have the potential to reveal the central relationship between dominant discursive formulations and social norms and structures, a vital constituent in contemporary social justice education.
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Beyond the Four Walls of a College Classroom: Connecting Personal Experiences, Self-Reflection, and Teacher EducationHirsh, Marissa B. 23 April 2008 (has links)
No description available.
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Using life history to understand the interplay between identity, critical agency and social justice educationFrancis, D., Le Roux, A. January 2012 (has links)
Published Article / In this article we use the concepts identity, agency and social justice education as a lens to explore the role of life history research in the study of the interconnection between emerging teacher identities, critical agency and social justice education. By exploring the life history of a white woman pre-service teacher, this study foregrounds the use of life history research to help teacher educators to understand the contexts through which student teachers' identities are constructed, and how these identities feed into agency and a stance to bring about social change.
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Evaluation of an interdisciplinary inter-institutional module focusing on community, self and identityHugo, Maria Louisa 03 1900 (has links)
Thesis (MSc)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: To equip students in the health professions with the necessary skill to work effectively in a diverse society, a
joint research-education project was launched by Stellenbosch University and the University of the Western
Cape. Over a period of three years, fourth-year psychology, occupational therapy and social work students
from the different institutions met for workshops and interacted on a web based platform. In small
workgroups they conversed around community, self and identity and the module was named Community,
Self and Identity (CSI).
While the programme was evaluated at the end of each year, no follow-up study had been done to assess
the effect of the module over time. In fact, very few follow-up evaluations of course curricula have been
done. This current study aims to fill this gap, by evaluating the CSI module; one to three years after the
participants had completed it.
Based on social justice education principles, this study used a web based survey with quantitative as well as
qualitative questions, in order to get a more complete picture of students’ experience of the module. This
study also aims to determine whether the module changed students’ perception of community and identity.
The sample of 23 participants was for the most very positive about the module, indicating that they would
definitely recommend it to other students. Most of the sample also reported that their perception of the
concepts of community and identity were expanded due to the CSI module.
Despite the small sample size and corresponding low response rate, this study has important implications
for future course evaluations and social justice studies. / AFRIKAANSE OPSOMMING: Om studente in gesondheidsberoepe met die nodige vaardighede toe te rus om effektief in ‘n diverse
samelewing te werk, is ‘n gesamentlike navorsing en onderrig projek deur die Universiteit Stellenbosch en
die Universiteit van Weskaapland geloods. Oor ’n tydperk van drie jaar het vierdejaar sielkunde-,
arbeidsterapie- en maatskaplike werkstudente van die verskillende instellings saam aan werkswinkels
deelgeneem en deur middel van ’n web-gebaseerde platform gekommunikeer. Hulle het in klein groepies
omgegaan rondom gemeenskap, self en identiteit en dus is die betrokke module Community, Self and
Identity (CSI) (Gemeenskap, Self en Identiteit) genoem.
Alhoewel die program aan die einde van die aanbieding elke jaar geëvalueer is, is geen opvolg studie nog
gedoen om effek van die module oor tyd beoordeel nie. In werklikheid is weinig opvolgevalueringstudies
van kursus kurrikula nog gedoen. Hierdie huidige studie beoog om die leemte te vul, deur die CSI module,
een tot drie jaar na deelnemers dit voltooi het, te evalueer.
Hierdie studie, wat op beginsels van sosiale geregtigheidsonderrig gebaseer is, gebruik ’n web-gebaseerde
meningsopname met kwantitatiewe sowel as kwalitatiewe vrae, om sodoende ’n meer volledige indruk van
studente se ervaring van die module te kry. Die studie mik ook om vas te stel of die module studente se
persepsie van gemeenskap en identiteit verander het.
Die steekproef van 23 deelnemers was oor die algemeen hoogs positief oor die module en het aangedui dat
hul dit verseker by ander studente sal aanbeveel. Die meerderheid van die steekproef het ook gerapporteer
dat hul persepsie van gemeenskap en identiteit uitgebrei is as gevolg van die CSI module.
Ten spyte van die klein steekproefgrootte en ooreenstemmende lae respons, hou hierdie studie belangrike
implikasies vir toekomstige kursusevalueringstudies en sosiale geregtigheidstudies in.
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Teacher Perceptions of Indigenous Representations in History: A Phenomenological StudyTipton, Joshua C 01 May 2017 (has links)
This qualitative study addresses teacher perceptions of indigenous peoples representation in United States history. This phenomenological study was conducted within a school district in East Tennessee. For the purpose of this study, teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. To gather data, both one-on-one and focus group interviews were conducted from a purposeful sample of United States history teachers from the high schools in the school district. Through an analysis of data derived from interviews and qualitative documents the researcher was able to identify themes such as systemic challenges to multiculturalism within state course standards and textbooks, teachers’ perceived self-efficacy in teaching their students using indigenous perspectives, and the perpetuation of indigenous stereotypes. Furthermore, the qualitative data derived from the study reveals that U.S. history courses in the district perpetuate both the notion of indigenous peoples as historical bystanders and the racial stereotypes of Native Americans. Findings from this study will be useful in evaluating both teacher training and instructional practice in regard to indigenous representations in history.
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Storying for Social Justice: A Professional Learning JourneyNembhard, Gillian N. 19 July 2012 (has links)
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.
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Storying for Social Justice: A Professional Learning JourneyNembhard, Gillian N. 19 July 2012 (has links)
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.
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