Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Chilean Teachers Responses To And Understanding Of Student Interaction With Diverse Peers In The Classroom, Javier Martín Campos-Martínez
Chilean Teachers Responses To And Understanding Of Student Interaction With Diverse Peers In The Classroom, Javier Martín Campos-Martínez
Doctoral Dissertations
Chile’s educational inequality has sparked intense debates in recent years (Cabalin & Bellei, 2013; Stromquist & Sanyal, 2013). While there is a wide consensus concerning the crucial role that teachers play in fostering inclusion in the classroom, research suggests that Chilean teachers, often without intent or awareness, reinforce exclusionary student interactions marked by social class and gender hierarchies (Carrasco, Zamora, & Castillo, 2015; SERNAM, 2009; Tijoux, 2013). Although teachers’ motivation and concern for questions related to exclusion and inclusion in education are spreading, navigating exclusionary dynamics can be particularly challenging especially since teachers’ initial and continuing professional education seldom addresses …
Anti-Oppressive Education With A “Different Kind Of Rigor”: Teachers’ And Adminstrators’ Perspectives Of A Social Justice Education Program At An Affluent Public High School, Andrea Frances Struve
Anti-Oppressive Education With A “Different Kind Of Rigor”: Teachers’ And Adminstrators’ Perspectives Of A Social Justice Education Program At An Affluent Public High School, Andrea Frances Struve
Doctoral Dissertations
Affluent youth often experience intense pressure to succeed academically, while conforming to narrow definitions of success that only serve to replicate the power and privilege of their own communities. Therefore, students schooled in affluent settings need to understand and problematize the roots and impact of their power and privilege, a process requiring awareness of and empathy with the experiences of others less fortunate. Social justice education is uniquely equipped to help students do exactly that. Using a qualitative design, this case study of a social justice education program in an affluent public high school explored how teachers committed to this …