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Articles 1 - 23 of 23
Full-Text Articles in Education
A New Imperative For Detracking Schools. A Book Review Of On The Same Track:How Schools Can Join The Twenty-First-Century Struggle Against Resegregation, Pamela D. Fisher
A New Imperative For Detracking Schools. A Book Review Of On The Same Track:How Schools Can Join The Twenty-First-Century Struggle Against Resegregation, Pamela D. Fisher
Democracy and Education
In her 2014 book, On the Same Track: How Schools Can Join the Twenty-First-Century Struggle Against Resegregation, Burris builds upon the compelling case made for detracking put forth by Oakes and others in the 1970s and ’80s. Today, decades after the pioneers in detracking schools, Burris revisits the tracking practices still prevalent in America’s public schools through the lenses of those who are in the racial or ethnic minority and who are poor and at a time when school accountability often drives school practice and school choice to additional layers of sorting.
Exploring The Lingering Currency Of Racism. A Book Review Of Trayvon Martin, Race, And American Justice: Writing Wrong, Carol S. Witherell
Exploring The Lingering Currency Of Racism. A Book Review Of Trayvon Martin, Race, And American Justice: Writing Wrong, Carol S. Witherell
Democracy and Education
This is a book review of Trayvon Martin, Race, and American Justice: Writing Wrong, edited by Fasching-Varner, Reynolds, Albert, and Martin.
Necessary But Not Sufficient: Deweyan Dialogue And The Demands Of Critical Citizenship. A Book Review Of The Political Classroom: Evidence And Ethics In Democratic Education, Joseph C. Wegwert
Democracy and Education
This is a book review of The Political Classroom: Evidence and Ethics in Democratic Education, by Hess and McAvoy.
Cultural Mapping As A Social Practice: A Response To "Mapping The Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing", Jennifer A. Vadeboncoeur, Shenaz A. Hanif-Shahban
Cultural Mapping As A Social Practice: A Response To "Mapping The Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing", Jennifer A. Vadeboncoeur, Shenaz A. Hanif-Shahban
Democracy and Education
Inspired by Gerald Wood and Elizabeth Lemley’s (2015) article entitled Mapping the Cultural Boundaries in Schools and Communities: Redefining Spaces Through Organizing, this response inquires further into cultural mapping as a social practice. From our perspective, cultural mapping has potential to contribute to place making, as well as the values to sustain more equitable social futures. Thus, alongside the maps created, we longed to learn more about how the participants were engaged in mapping, how perceptions of mapping changed over time and context, how participation was mediated by relationships, and how transformation in the participants, child, youth, and adults …
The Ethics Of Teaching For Social Justice: A Framework For Exploring The Intellectual And Moral Virtues Of Social Justice Educators. A Response To "Ethics In Teaching For Democracy And Social Justice", Rebecca M. Taylor
Democracy and Education
Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics.
In this paper, I provide additional support to this effort by arguing that a virtue approach to ethics of teaching is in fact compatible with responsiveness to social context in teaching. I then propose a refined framework for considering the virtues of teachers, one which asks us to identify virtues relevant to teaching within the broad categories of intellectual …
Enacting Social Justice Ethically: Individual And Communal Habits. A Response To "Ethics In Teaching For Democracy And Social Justice", Michael G. Gunzenhauser
Enacting Social Justice Ethically: Individual And Communal Habits. A Response To "Ethics In Teaching For Democracy And Social Justice", Michael G. Gunzenhauser
Democracy and Education
In response to Hytten’s provocative opening of a conversation about an ethics for activist teaching, in this essay I address three interesting contributions that Hytten made. First, I explore the significance of the imagined ethical subject in Hytten’s example and in many prior authors’ work on ethics in social justice teaching. Expanding the imagined ethical subject (beyond the resistant student with limited experience of difference), which Hytten began to do, is fruitful for additional contexts. Second, I attend to the philosophical basis upon which Hytten rested her ethical theory and suggest some ways that philosophers might follow her critical and …
Exploring Prosocial Behavior Through Structured Philosophical Dialogue: A Quantitative Evaluation, Monica B. Glina
Exploring Prosocial Behavior Through Structured Philosophical Dialogue: A Quantitative Evaluation, Monica B. Glina
Democracy and Education
The problem of bullying in schools cannot be overstated. Researchers have examined the problem of bullying in schools from a variety of perspectives and have found that bullying has serious short- and long-term effects not just for the victim but for the bully as well. A variety of interventions have been implemented, and research shows that the majority, which are monological in nature, have demonstrated minimal, if any, impact on counteracting occurrences of bullying in schools. This study uses three quantitative measures to examine the impact that an instructional method steeped in the dynamics of dialogical inquiry has on students’ …
"How To Be Nice And Get What You Want": Structural Referents Of "Self" And "Other" In Experiential Education As (Un)Democratic Practice, Franklin Vernon
"How To Be Nice And Get What You Want": Structural Referents Of "Self" And "Other" In Experiential Education As (Un)Democratic Practice, Franklin Vernon
Democracy and Education
This critical ethnography explores a social justice program utilizing nontraditional, democratic, "experiential" education practices. The author posits a historical legacy of pedagogy of self obscures its emancipatory, democratic potential while simultaneously expanding on contemporary discourses of self and other as aspects of the educational setting. Students' labors to reference and enact oppressive, capitalistic idealizations of either self or other problematizes pragmatic theories of self, and the author draws upon critical pragmatism to reposition self and other as aspects of pedagogy and curriculum in democratic education.
Ethics In Teaching For Democracy And Social Justice, Kathy Hytten
Ethics In Teaching For Democracy And Social Justice, Kathy Hytten
Democracy and Education
In this essay, I offer provocations toward an ethics of teaching for democracy and social justice. I argue that while driven by compelling macro social and political visions, social justice teachers do not pay sufficient attention to the moral dimensions of micro, classroom-level interactions in their work. I begin by describing social justice education. I then discuss the ways in which social justice educators have talked about issues of ethics in their work in terms of broad political visions, and in response to resistant students and charges of liberal bias. I illustrate gaps in these efforts, particularly in relation to …
Addressing Dilemmas Of Social Justice Mathematics Through Collaboration Of Students, Educators, And Researchers, Kari Kokka
Educational Considerations
In this paper, I provide a definition of Social Justice Mathematics. I explore three dilemmas that arise with SJM instruction and suggest ways in which collaboration among students, educators, and researchers may address these dilemmas.
Teaching The Truth: Difficulties With Social Justice And Social Class In Graduate School, Leona English, Carole Roy
Teaching The Truth: Difficulties With Social Justice And Social Class In Graduate School, Leona English, Carole Roy
Educational Considerations
Nowadays, anyone who wishes to combat lies and ignorance and to write the truth must overcome at least five difficulties. He must have the courage to write the truth when truth is everywhere opposed; the keenness to recognize it, although it is everywhere concealed; the skill to manipulate it as a weapon; the judgment to select those in whose hands it will be effective; and the cunning to spread the truth among such persons.
The Jesuit Social Justice Dialectic Within The Cristo Rey School Model, Sajit U. Kabadi
The Jesuit Social Justice Dialectic Within The Cristo Rey School Model, Sajit U. Kabadi
Journal of Catholic Education
This article reports findings from a qualitative case study of a Cristo Rey Jesuit high school. The Jesuit social justice dialectic strives to maintain a balance between the preservation of the virtue of the Jesuit mission and the selling of the Jesuit brand. The Jesuit mission consists of Catholic evangelization through cultural immersion and social justice. The Jesuit brand consists of the accumulation of financial wealth and political influence essential to the ambitions of the Jesuit mission coming to fruition. This journal article explores this Jesuit social justice dialectic in action looking at the corporate work-study program utilized in the …
The Cake Is A Lie. A Book Review Of The Failure Of Corporate School Reform, Amy Rector Aranda
The Cake Is A Lie. A Book Review Of The Failure Of Corporate School Reform, Amy Rector Aranda
Democracy and Education
This is a book review of The Failure of Corporate School Reform by Kenneth J. Saltman.
Interrogating The Relationship Between Schools And Society. A Book Review Of Can Education Change Society?, Wayne Au
Democracy and Education
This reviewer found Can Education Change Society? a typical Apple text, far-ranging in terms of scope and example and theoretically and conceptually ambitious.
Peacelearning And Its Relationship To The Teaching Of Nonviolence. A Response To "Nonviolent Action As A Necessary Component In Educating For Democracy", Mary Lee Morrison Ph.D.
Peacelearning And Its Relationship To The Teaching Of Nonviolence. A Response To "Nonviolent Action As A Necessary Component In Educating For Democracy", Mary Lee Morrison Ph.D.
Democracy and Education
This response to Peterson's (2014) "Nonviolent Action as a Necessary Component in Educating for Democracy" enlarges the discussion of the role of the teacher/educator in deciding whether or when it is responsible to facilitate the engagement of students in acts of nonviolent dissent. Ultimately it would seem that the most important of our responsibilities as educators is to provide the moral and ethical foundations and the spaces in which students feel safe and empowered to tap into their own inner teachers. In order to promote the development of active engagement toward a democratic citizenry, including the moral imperative to transform …
Becoming A Social Justice Educator: Emerging From The Pits Of Whiteness Into The Light Of Love. A Response To "Respect The Differences? Challenging The Common Guidelines In Social Justice Education, Kay F. Fujiyoshi
Democracy and Education
This paper addresses the limitations of social justice in institutional spaces and in rhetoric. I write in the form of a quest narrative to describe the lessons I learned from a brief sojourn in a temporary position in an urban teacher education program with a social justice focus and at a nonprofit organization with other social justice workers. My quest entails a retelling of encounters with Whiteness, the challenges of engaging social justice as a process that pushes beyond conversation, and the lessons I took away from my own sense-making of the contradictions in social justice work.
Limiting Student Speech: A Narrow Path Toward Success. A Response To "Challenging The Common Guidelines In Social Justice Education", Marissa C A Minnick
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 with students influence …
Lift Every Voice And Sing. A Response To "Mathematics For What? High School Students Reflect On Mathematics As A Tool For Social Inquiry", Anita Bright
Democracy and Education
In this response, I applaud the work initiated in this research and underscore some of the key reasons I find it so valuable. Building from this, I also issue a call to the greater mathematics education community—particularly the large mathematics professional organizations—to consider the ways their organizations have conceptualized and framed equity work, and invite them to entertain the idea of remapping their visions in ways that are more forward thinking and less traditionally safe.
Mathematics For What? High School Students Reflect On Mathematics As A Tool For Social Inquiry, Anastasia Brelias
Mathematics For What? High School Students Reflect On Mathematics As A Tool For Social Inquiry, Anastasia Brelias
Democracy and Education
This study examines high school students’ views of mathematics as a tool for social inquiry in light of their classroom experiences using mathematics to explore social issues. A critical theoretical perspective on mathematics literacy is used to ascertain the ways in which their views challenge or affirm the dominant image of mathematics in society. The study concludes that mathematics applications addressing social justice issues are promising vehicles for developing students’ appreciation of mathematics as a social problem-solving tool, an awareness of its limitations, and a healthy skepticism toward its uses.
Mapping Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing, Gerald K. Wood, Christine K. Lemley
Mapping Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing, Gerald K. Wood, Christine K. Lemley
Democracy and Education
For this study, the authors look specifically at cultural maps that the youth created in Student Involvement Day (SID), a program committed to youth empowerment. In these maps, youth identified spaces in their schools and communities that are open and inclusive of their cultures or spaces where their cultures are excluded. Drawing on critical geographies of/in education and Freirian notions of praxis, this paper considers the nature of school spaces through school curriculum and offers ways to render these contested spaces more democratic. Using these cultural maps, students work to individually identify spaces that allow them to engage meaningfully and …
Spring 2015
Scientia
Dean Koocher reveals six key questions guiding strategic planning at the college; Alumnus turns passion for sports and psychology into rewarding career; Associate Professor Paula Kagan on nursing, health care and social justice; New facilities excite and invigorate students and faculty; Lab notes; Psychology students, faculty and staff provide mental health services for high-need populations
Addressing Barriers To Effective Rti Through School Counselor Consultation: A Social Justice Approach, Jeffrey M. Warren, Gretchen Robinson
Addressing Barriers To Effective Rti Through School Counselor Consultation: A Social Justice Approach, Jeffrey M. Warren, Gretchen Robinson
Electronic Journal for Inclusive Education
Response to Intervention (RTI) is a culturally responsive framework developed to provide targeted, evidence-based instruction to all students in regular education settings. A goal of RTI is to reduce the disproportionate number of students of color referred for special education services. However, numerous barriers often prevent teachers from effectively engaging in the RTI process and serve to impede the delivery of instruction. School counselors can provide rational emotive-social behavior (RE-SB) consultation for teachers to address psychosocial barriers and promote social justice. This article outlines RTI, barriers to implementation, and how school counselors can advocate for all students through RE-SB consultation.
Social Justice Issues And Music Education In The Post 9/11 United States, Cynthia L. Wagoner
Social Justice Issues And Music Education In The Post 9/11 United States, Cynthia L. Wagoner
Research & Issues in Music Education
The purpose of this paper is two-fold: first, to examine the impact of historical socio-political events on music education, particularly post 9/11 with the intent of establishing a context for social justice issues; and second, how we might examine the broad implications to further music education research focusing on social justice. Issues of social justice are inextricably woven into the fabric of post-9/11 U.S. education, as evidenced through reform efforts aimed at job-related skill sets, standardized testing, national standards, and economic gridlock resulting in the diminished access or elimination of the arts in the public schools, including music. Traditionally music …