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Social and Philosophical Foundations of Education Commons™
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- Correctional education (2)
- Social justice (2)
- Curriculum (1)
- Democracy (1)
- Discourse (1)
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- Dividing lines (1)
- Education (1)
- Equity (1)
- High stakes tests (1)
- Injustice (1)
- Literacy (1)
- Narrative therapy (1)
- Pipeline to prison (1)
- Prison education (1)
- Reading (1)
- Restorative justice (1)
- Restorative practices (1)
- School experience (1)
- Special education (1)
- Standardized tests (1)
- Testing (1)
- Undocumented students (1)
- University experience (1)
Articles 1 - 6 of 6
Full-Text Articles in Social and Philosophical Foundations of Education
Experiences Of Undocumented Students In Schools And At University, Gloria Cortez, John M. Winslade
Experiences Of Undocumented Students In Schools And At University, Gloria Cortez, John M. Winslade
Journal of Critical Issues in Educational Practice
The aim of this article is to document the experiences of undocumented students. Regardless of where a person stands on the immigration issue, he or she still needs to listen to these voices in order to treat people with the dignity they deserve as human beings. This article was inspired by two things. One was a speech given by a former undocumented student at a social justice summit. The other was a literature review by the first author in a paper for her Masters degree in counseling. This literature review formed much of the basis for this article. It captured …
Restorative Justice And Social Justice, John M. Winslade
Restorative Justice And Social Justice, John M. Winslade
Journal of Critical Issues in Educational Practice
This paper explains the connections between restorative justice and social justice. Specifically it argues that restorative practices in schools fit with a social justice agenda. It defines both terms and then outlines how restorative practices work to address the pipeline to prison and against retributive justice and zero tolerance policies. It also outlines the use of narrative questions designed to enhance restorative practices.
Principles Of The Hidden Heritage Of Correctional Education And Prison Reform, Thom Gehring
Principles Of The Hidden Heritage Of Correctional Education And Prison Reform, Thom Gehring
Journal of Critical Issues in Educational Practice
Abstract
In all fields of education, theory is in advance of practice (MacCormick, 1931, p. xii).
This essay provides a summary of the historical research themes of the Center for the Study of Correctional Education (CSCE) in the field of prison reform and its leading edge, correctional education. Those themes have been applied at CSCE’s system of parolee schools, the California State University, San Bernardino Reentry Initiative (CSRI). The essay addresses the professional contributions of four contributors or heroes of the correctional education: Alexander Maconochie at a penal colony in the South Pacific, William George among juveniles in New York …
What Is Social Justice? Opening A Discussion, John M. Winslade
What Is Social Justice? Opening A Discussion, John M. Winslade
Journal of Critical Issues in Educational Practice
This paper is a record of a discussion on social justice that took place at California State University San Bernardino on January 23, 2013. It addresses the definition of what social justice is, what injustice is, and the significance of a concern for social justice for educators. Multiple viewpoints are included.
Five Approaches To Literacy In Correctional Education, Thom Gehring, Gary H. Sherwin
Five Approaches To Literacy In Correctional Education, Thom Gehring, Gary H. Sherwin
Journal of Critical Issues in Educational Practice
This article introduces literacy from a few “big picture” perspectives, and then reviews five paradigms that have shaped the teaching and learning of literacy in residential confinement institutions for juveniles and adults. The paradigms are specific to correctional education, but they will be familiar to all alternative teachers and advocates of literacy instruction.
High-Stakes Testing And Special Populations, Gary H. Sherwin, Todd Jennings
High-Stakes Testing And Special Populations, Gary H. Sherwin, Todd Jennings
Journal of Critical Issues in Educational Practice
This opinion paper critically examines the use of high-stakes testing on special populations. Without appropriate accommodations, standardized exams are not valid for some students with special needs. Unfortunately, many classroom teachers who must initiate testing accommodations lack knowledge of appropriate accommodations and regularly fail to provide the necessary testing accommodations. The deficit understanding of testing accommodations makes comparisons between classrooms, schools, and districts invalid since some scores loose validity. Solutions specific to standardized testing and students with special needs are offered and a more encompassing solution to the problems incurred from these tests when used for high-stakes is suggested.