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Articles 1 - 9 of 9

Full-Text Articles in Education

Organizational Improvement Plan For Eliminating A Need For Alternative Programs By Way Of A Paradigm Shift, Sam J. Oh Neill Mr Jun 2017

Organizational Improvement Plan For Eliminating A Need For Alternative Programs By Way Of A Paradigm Shift, Sam J. Oh Neill Mr

The Organizational Improvement Plan at Western University

The problem of practice in this organizational improvement plan (OIP) is that the existence of Alternative Programs impedes progress to meaningful school change. The school board is moving toward a paradigm shift as indicated through a number of initiatives discussed in this OIP. This OIP was developed through a review of the literature on: Alternative Education, attitudes toward students labelled at-risk and through an examination of documents produced and disseminated by the Ministry. This OIP takes social critique perspective (Furman, 2004; Starratt, 2004) to understand purposes for referring students to Alternative Programs within the current paradigm. This OIP also explores ...


Institutionalizing An “Ethic Of Care” Into The Teaching Of Ethics For Pre-Service Teachers, Michelle Hawks, Thashika Pillay Apr 2017

Institutionalizing An “Ethic Of Care” Into The Teaching Of Ethics For Pre-Service Teachers, Michelle Hawks, Thashika Pillay

Journal of Critical Thought and Praxis

This paper calls for the acknowledgement and institutionalization of an ethic of care into the education of decision-making processes for pre-service teachers. The impetus for this paper came from the author's experiences with teaching a mandatory ethics and law course for pre-service teachers. Over the course of their teaching and as expounded upon in this paper, the authors illustrate how the course goals, aims, objectives and readings ignore discussions on gender in the teaching profession. Using a critical feminist policy analysis, the authors analyse the ethical perspectives taught in the required textbooks. Findings suggest that the absence of the ...


Forgotten Memories Of A Social Justice Education: Difficult Knowledge And The Impossibilities Of School And Research, Debbie Sonu Oct 2016

Forgotten Memories Of A Social Justice Education: Difficult Knowledge And The Impossibilities Of School And Research, Debbie Sonu

Publications and Research

This paper is about memory, the elusive process of remembering and of an encounter between a researcher and a participant who after five years reunited to remember. The object under study is a high school social justice curriculum with a central focus on the development of social action projects. Grounded in Pitt and Britzman’s work on difficult knowledge, this paper asks: What do 10th grade students who spent four years attending a school committed to the Freirian principles of political engagement remember about their high school experience? Past and recent interviews are woven together to surface three emergent lines ...


Limiting Student Speech: A Narrow Path Toward Success. A Response To "Challenging The Common Guidelines In Social Justice Education", Marissa C A Minnick Apr 2015

Limiting Student Speech: A Narrow Path Toward Success. A Response To "Challenging The Common Guidelines In Social Justice Education", Marissa C A Minnick

Democracy and Education

In this response, Minnick asserts that unequal representation of students' voices, an idea presented in Sensoy and DiAngelo’s “Challenging the Common Guidelines in Social Justice Education,” presents multiple negative classroom implications. Foremost, Minnick argues that Sensoy and DiAngelo’s lack of clarity regarding when a teacher should limit student speech (either before the student begins to talk or midcomment) has a large effect on the success of their strategy. Second, Sensoy and DiAngelo’s discussion strategy may result in the targeting of minority students and the judging of students. These concerns are driven by considerations of how teachers’ relationships ...


Teaching Discussion In The English Methods Seminar: Climbing The Stairs To The High School Classroom, Diane Kern, Kathryn L. Johnson, Padma Venkatraman Jun 2014

Teaching Discussion In The English Methods Seminar: Climbing The Stairs To The High School Classroom, Diane Kern, Kathryn L. Johnson, Padma Venkatraman

School of Education Faculty Publications

No abstract provided.


Teaching For Social Justice In Three Voices, Scott Ritchie Feb 2014

Teaching For Social Justice In Three Voices, Scott Ritchie

Journal of Critical Thought and Praxis

In today’s neoliberal educational climate that puts privatization and profit above children and learning, critical pedagogies are sorely needed so that schools may instead serve as vehicles for social change. Data from research using grounded theory methods with eight P-12 critical educators across the United States were used to construct a framework for teaching for social justice. This framework consists of listening to students’ voices, inserting missing voices, and co-constructing agentic voices.


Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager Jan 2013

Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager

Middle-Secondary Education and Instructional Technology Faculty Publications

Using Marilyn Frankenstein’s germinal 1983 article “Critical Mathematics Education: An Application of Paulo Freire’s Epistemology” and Ole Skovsmose’s 1985 germinal article “Mathematics Education Versus Critical Education” as credible “start points”, critical mathematics or more broadly, social justice mathematics, is marking three decades of empowering yet uncertain possibilities. Nonetheless, there are two recurring questions: What is it? and What does it “look like”? Drawing on the collective stories (and wisdom) of critical mathematics educators, this symposium aims to offer some open, non-definitive answers to these two questions.


The Development Of A Model Of Culturally Responsive Science And Mathematics Teaching, Cecilia M. Hernandez, Amanda Morales, Gail Shroyer Jan 2013

The Development Of A Model Of Culturally Responsive Science And Mathematics Teaching, Cecilia M. Hernandez, Amanda Morales, Gail Shroyer

Faculty Publications: Department of Teaching, Learning and Teacher Education

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally ...


Making Waves With Critical Literacy, Carolyn Fortuna Apr 2010

Making Waves With Critical Literacy, Carolyn Fortuna

Master's Theses, Dissertations, Graduate Research and Major Papers Overview

A qualitative study undertaken in 2007 that explores the application of critical literacy pedagogy within English language arts classes of an upper middle class public high school. Results demonstrate that when students recontextualize their own modalities, literacies, and cultures as part of their learning experience, they begin to understand the concept of social justice for all.