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Articles 1 - 8 of 8
Full-Text Articles in Education
Slogging And Stumbling Toward Social Justice In A Private Elementary School: The Complicated Case Of St. Malachy, Martin Scanlan
Slogging And Stumbling Toward Social Justice In A Private Elementary School: The Complicated Case Of St. Malachy, Martin Scanlan
College of Education Faculty Research and Publications
This case study examines St. Malachy, an urban Catholic elementary school primarily serving children traditionally marginalized by race, class, linguistic heritage, and disability. As a private school, St. Malachy serves the public good by recruiting and retaining such traditionally marginalized students. As empirical studies involving Catholic schools frequently juxtapose them with public schools, the author presents this examination from a different tack. Neither vilifying nor glorifying Catholic schooling, this study critically examines the pursuit of social justice in this school context. Data gathered through a 1-year study show that formal and informal leaders in St. Malachy adapted their governance, aggressively …
Individual And Structural Orientations In Socially Just Teaching: Conceptualization, Implementation, And Collaborative Effort, Sharon Chubbuck
Individual And Structural Orientations In Socially Just Teaching: Conceptualization, Implementation, And Collaborative Effort, Sharon Chubbuck
College of Education Faculty Research and Publications
This essay, drawn from theory, research, and the author’s practitioner research as a teacher educator, proposes a framework to inform teacher educators’ conceptualization and implementation of socially just teaching. The framework suggests that building on dispositions of fairness and the belief that all children can learn, a socially just teacher will engage in professional reflection and judgment using both an individual and a structural orientation to analyze the students’ academic difficulties and determine the cause and the solution to those difficulties, realizing that both individual and structural realities affect students’ learning. The essay then suggests how this individual and structural …
Silence No More: A Transformative Transcendental Phenomenological Study Investigating The Experiences Of Teen Mothers Who Go To College In The Rural Southeast, Angela Rogers
All Dissertations
According to ethnographer Kristin Luker (1996) 'most poignantly, in the vast majority of cases, giving birth while still a teenager is a pledge of hope, an acted-out wish that the lives of the next generation will be better than those of the current generation, that this young mother can give her child something that she never had.' Unfortunately, teen pregnancy prevention rhetoric, which often perpetuates the negative socially constructed image of teenage mothers, frequently focuses on the economic costs that teen pregnancy is reported to have. Not enough research has been devoted to the individual experiences of teen mothers, in …
Transgender Guidelines Stir Controversy, Dylan Riley
Transgender Guidelines Stir Controversy, Dylan Riley
Social Justice: Diversity, Equity, & Inclusion
A draft of guidelines from the Maine Human Rights Commission that would inform schools and colleges of the rights of transgender students in Maine has sparked some debate about possible unintended consequences the guidelines could have on University of Maine athletics.
Theatre Of The Oppressed A Manual For Educators, Gopal Midha
Theatre Of The Oppressed A Manual For Educators, Gopal Midha
Master's Capstone Projects
Promoting social equity and justice, I think, are not just important but essential qualities in a good educator. My experience as a graduate student at University of Massachusetts helped me understand and practice different ways in which this could be done. For instance, I learnt how I could promote social justice through changes in curriculum, co-operative learning, inter-group dialogues or multicultural education. However, my search was for a method that did not require literacy as a pre-requisite and that went beyond mere conversations about social justice. One of the key elements of the power structures which lead to oppression, I …
Developing A Social Justice Curriculum: Intersections Of Identity, Community, Inheritance And Experience, Melissa Rae Goodnight
Developing A Social Justice Curriculum: Intersections Of Identity, Community, Inheritance And Experience, Melissa Rae Goodnight
College of Education Theses and Dissertations
Social justice is a frequently employed concept in the development of classroom curriculum and discussion of instructional practice in schools. This study documents the process undergone by two public high school educators to create a social justice curriculum. The study data is comprised of semi-structured interviews, classroom observations and a document analysis of curricular texts. The research goal is to gain a broader understanding of how educators’ values, life experiences, and political motivations impact the content and intended outcomes of curriculum for social justice. The data collection and analysis emphasize the educators’ voices as they reflect on: 1) how they …
Desegregation And Multiculturalism In The Portland Public Schools, Ethan Johnson, Felicia Williams
Desegregation And Multiculturalism In The Portland Public Schools, Ethan Johnson, Felicia Williams
Black Studies Faculty Publications and Presentations
Helen Marie Casey’s booklet Portland’s Compromise: the Colored School, 1867–1872 recounts the story of William Brown, an African-American resident of Portland, Oregon, and his role in the first and only case of official segregation of African-American children in Portland Public Schools (PPS) in 1867. After unsuccessfully trying to enroll his children in one of Portland’s only two public elementary schools, Brown appealed to the school board, including directors Josiah Failing, W.S. Ladd, and E.D. Shattuck. Again, his children were denied access. The board of directors explained their resistance to integrated schools by saying: “If we admit them [African-American children], then …
Teacher Education For Social Justice: What’S Pupil Learning Got To Do With It?, Marilyn Cochran-Smith, Ann Marie Gleeson, Kara Mitchell
Teacher Education For Social Justice: What’S Pupil Learning Got To Do With It?, Marilyn Cochran-Smith, Ann Marie Gleeson, Kara Mitchell
Department of Teaching, Learning, and Teacher Education: Faculty Publications
There are many controversies related to the increasingly widespread theme of “social justice” in teacher education, including debates about whether and/or how promoting pupils’ learning is part of this theme. This article briefly discusses the concept of teacher education for social justice in terms of pupils’ learning and then considers this notion in terms of the current press to hold teacher education accountable for learning. The article then presents the results of the “Teacher Assessment/Pupil Learning” (TAPL) study, an analysis nested inside a larger qualitative study about learning to teach over time in a preparation program with a stated social …