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Social justice

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Articles 1 - 30 of 46

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Exploring Appreciative Advising As An Equity Approach For African American Students: A Grounded Theory Study Of Academic Advisors At Predominantly White Institutions (Pwis), Valerie Harper Dec 2019

Exploring Appreciative Advising As An Equity Approach For African American Students: A Grounded Theory Study Of Academic Advisors At Predominantly White Institutions (Pwis), Valerie Harper

Electronic Theses and Dissertations

ABSTRACT

EXPLORING APPRECIATIVE ADVISING AS AN EQUITY APPROACH FOR AFRICAN AMERICAN STUDENTS: A GROUNDED THEORY STUDY OF ACADEMIC ADVISORS AT PREDOMINANTLY WHITE INSTITUTIONS (PWIs)

By

Valerie J. Harper

October 28, 2019

Dissertation supervised by Professor Gretchen Givens Generett

African American matriculation into postsecondary education continues to rise, but degree conferral remains low (Hoston, Graves, & Fleming-Randle, 2010). Arguably, Harper and Hurtado’s (2007) research, as far back as 1992, stated black students and other students of color have dealt with alienation, isolation, and stereotyping at PWIs; this continues to persist today (Lee, 2018), which may interrupt the academic success of African American students. The cycle of socialization, critical race theory, and racial microagressions were the foundational theories used to explore a gap in the emergent appreciative advising framework to practice, as I ...


Ofelia García: A Visionary Thinker, Christine Hélot Oct 2019

Ofelia García: A Visionary Thinker, Christine Hélot

Journal of Multilingual Education Research

As a tribute to Professor Ofelia García’s visionary thinking on bilingual education, this article relates the reflexive journey of a French academic whose research was profoundly influenced by her scholarly work. The notion of power is the running thread through which four main themes in Ofelia García’s approach to research are discussed in relation to their relevance in the French educational context: The power of imagination, the power of naming, the power of multilingual critical language awareness for teacher education, and the power of translanguaging. In this article, I argue in favor of thinking beyond one’s epistemological ...


Examining Teachers' Pradigm And Pedagogy In Manifesting Critical Hope In Low-Income Middle School Classroom: A Narrative Inquiry, Heidi Strikwerda Aug 2019

Examining Teachers' Pradigm And Pedagogy In Manifesting Critical Hope In Low-Income Middle School Classroom: A Narrative Inquiry, Heidi Strikwerda

Ed.D. Dissertations in Leadership for Educational Justice

The purpose of this dissertation was to develop pedagogy of “Critical Hope” with the aim of creating professional development experiences for educators, administrators, and policymakers who desire to infuse and adopt this pedagogy. Working in trauma-sensitive urban schools for the past 10 years steered the researcher to challenge how systemic oppression in society comfortably and continuously perpetrates the “hope gap” in low-income students, which framed the conceptual framework and the imperative work of “Critical Hope.” The findings revealed the manifestations of Critical Hope in teachers’ paradigm that influence their pedagogy and classroom practices. In this study, evidence of hope has ...


Neoliberal Reading Interventions And Student Needs, Mahbuba Hammad May 2019

Neoliberal Reading Interventions And Student Needs, Mahbuba Hammad

Wisdom in Education

This article discusses reading programs within the context of Neoliberalism and the extent to which they address student needs. The rise of such reading programs in the market economy has come at the expense of placing the burden of reading development solely on the shoulders of students after restricting their academic and personal growth. The article explores how this has been done without any consideration regarding the needs of ethnically and culturally diverse students; and without taking into account the relationship between poverty and educational outcomes. Without a doubt, this has affected the ability of students to think critically about ...


The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey Mar 2019

The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey

Occasional Paper Series

In this study, we offer an analysis of the phrase the "soft bigotry of low expectations" and considers its role in rhetoric about U.S. mathematics education policy and practice, especially in regards to Critical Mathematical Inquiry. From the phrase’s origins in a speech given by President George W. Bush in 2000, to its current use on social media, this phrase offers a lens into white supremacy and "tools of whiteness" (Picower, 2009), and their persistence in U.S. schooling paradigms, especially about mathematics. We analyze specific, recent instantiations of the phrase on blogrolls and Twitter, in addition to ...


Entrepreneurs’ Learning Skills And Strategies As Represented In The Piaac Survey Empirical Research, Sarah M. Ray, Tobin Lopes, Jill Zarestky Jan 2019

Entrepreneurs’ Learning Skills And Strategies As Represented In The Piaac Survey Empirical Research, Sarah M. Ray, Tobin Lopes, Jill Zarestky

Adult Education Research Conference

This study examined learning-skills and behaviors of self-employed individualsusing thePIAAC survey. Results indicate entrepreneurs use influence, negotiation skills, and apply new ideas to real-life situations more than employees.


Social Justice Education In Rural White Schools, Nathaniel Overberg Jan 2019

Social Justice Education In Rural White Schools, Nathaniel Overberg

Creative Components

No abstract provided.


Numeracy And Social Justice: A Wide, Deep, And Longstanding Intersection, Kira Hamman, Victor Piercey, Samuel L. Tunstall Jan 2019

Numeracy And Social Justice: A Wide, Deep, And Longstanding Intersection, Kira Hamman, Victor Piercey, Samuel L. Tunstall

Numeracy

We discuss the connection between the numeracy and social justice movements both in historical context and in its modern incarnation. The intersection between numeracy and social justice encompasses a wide variety of disciplines and quantitative topics, but within that variety there are important commonalities. We examine the importance of sound quantitative measures for understanding social issues and the necessity of interdisciplinary collaboration in this work. Particular reference is made to the papers in the first part of the Numeracy special collection on social justice, which appear in this issue.


Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt Dec 2018

Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract Literature study in the 21st Century should be characterized by the inclusion of global texts that afford diverse students the opportunity to engage in their literacy development through and alongside authors, characters, and storylines that represent their own linguistic and cultural traditions. In this narrative analysis, I reflect on the importance of equity-driven literature study from my perspective as a teacher educator at a Hispanic-Serving Institution in the Southwestern United States. Following an introduction to the political and institutional contexts surrounding text selection in schools and a brief review of the literature, I situate myself and my students as ...


What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber Dec 2018

What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article describes an experience originating in the College of Education to explore a process for the college’s social justice efforts to lead and guide administration, faculty, and staff in their day-to-day decision-making. This educational process examined in the article was introduced through the College of Education’s Diversity and Inclusion Committee to engage administration, faculty, and staff in using their various perspectives focused on social justice to help them shift the college's current paradigm from understanding to action. The authors incorporated a conceptual framework as the foundation to develop the collaborative process to engage education professionals in ...


Catholic School Teachers' Attitudinal Beliefs About Linguistic Diversity, Katie Trautman Dec 2018

Catholic School Teachers' Attitudinal Beliefs About Linguistic Diversity, Katie Trautman

Master's Theses

As the population of young Catholics becomes increasingly culturally and linguistically diverse (CLD), Catholic schools must work to become more responsive to the needs of CLD students in order to uphold the tenets of Catholic social teaching and to sustain enrollment in Catholic schools. Catholic school teachers need to become more prepared to serve students from various linguistic backgrounds. As a component of this preparation, teachers must demonstrate positive beliefs toward linguistic diversity and students’ backgrounds as teachers’ attitudes toward students greatly impacts students’ learning and identity development. Using Catholic social teaching as a lens, this study investigated Catholic school ...


Woke Pedagogy: A Framework For Teaching And Learning, Altheria Caldera Nov 2018

Woke Pedagogy: A Framework For Teaching And Learning, Altheria Caldera

Diversity, Social Justice, and the Educational Leader

The sociopolitical context of schooling demands that teachers acknowledge the ways their students’ and their own experiences are shaped by the intersections of racism, classism, sexism, heterosexism, and other discriminatory factors. This is especially true during times of heightened civil unrest resulting from pervasive and persistent injustice experienced by minoritized populations. To engage students in pedagogy that connects with their lived experiences and that equips them to critically examine inequities, teachers must refute colorblind pedagogy in favor of woke pedagogy. Woke pedagogy, like critical multicultural education, is defined by teaching practices that integrate critiques of contemporary justice-related issues with academic ...


Restorative Justice And Social Justice, John M. Winslade May 2018

Restorative Justice And Social Justice, John M. Winslade

Wisdom in Education

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.


Sowing Seeds Of Justice: Feminists' Reflections On Teaching For Social Justice In The Southwest, Tonya Evette Walls, Malayka Neith Cornejo, Tara J. Plachowski, Erica Kristina Reid, Soo Park Jan 2018

Sowing Seeds Of Justice: Feminists' Reflections On Teaching For Social Justice In The Southwest, Tonya Evette Walls, Malayka Neith Cornejo, Tara J. Plachowski, Erica Kristina Reid, Soo Park

College of Health & Human Services (TUN) Publications and Research

Forming the basis for a provocative dialogue and written to illuminate teaching stories often pushed to the margins, this chapter provides a counter-narrative to the discourse surrounding leaky teacher-of-color pipelines and the national teacher crisis. Employing a critical race analytical lens, critical autoethnographic approach, and narrated through prose, five female educators committed to social justice share how they rely on unique and intersecting identities to sustain themselves in contested school spaces, while simultaneously exploring the cultural wealth they and their students bring into those spaces. Their collective stories reveal important lessons essential to our understanding of how to develop teachers ...


La Trenza De Las Fronterizas: The Cultural Worlds First-Generation Women Navigate To Access College, Katherine Cameron Seifert Jan 2018

La Trenza De Las Fronterizas: The Cultural Worlds First-Generation Women Navigate To Access College, Katherine Cameron Seifert

Graduate Theses and Dissertations

First generation female students of color face challenges in accessing and navigating the college-going realm. Scholars write about this population, but their tone is often deficit-based, focusing on these students’, families’, and communities’ shortcomings rather than highlighting their resilience and adept abilities at transitioning between different cultural worlds. Using Holland’s (1998) theory of cultural worlds, and employing portraiture methodology, tools of feminist research, and narrative ethnography, this intimate micro-study examines the college-going world that young women of minoritized identities navigates. It asks: (a) What are the identities, relationships, and resources that construe their participation in this world? (b) What ...


H.E.L.L.A.: A Bay Area Critical Racial Affinity Group Committed To Healing, Empowerment, Love, Liberation, And Action, Farima Pour-Khorshid Jan 2018

H.E.L.L.A.: A Bay Area Critical Racial Affinity Group Committed To Healing, Empowerment, Love, Liberation, And Action, Farima Pour-Khorshid

School of Education Faculty Research

Despite repeated pleas for diversifying a predominantly White U.S. teacher workforce, a significant teacher diversity gap persists in almost every state of the country (Boser, 2014). Teachers of Color who enter the profession with commitments to social justice, in particular, face an array of racist structural and interpersonal challenges often leading to their burnout and in some cases push out from the field (Kohli & Pizarro, 2016). In response to neoliberal, color evasive, and apolitical approaches to teacher support, educators and organizers have reclaimed and reframed their pedagogies through critical professional development (Kohli, Picower, Martinez, & Ortiz, 2015) to center healing from the damaging impacts of oppression (Ginwright, 2015; Pour-Khorshid, 2016). This three-year ethnographic case study (Yin, 2003) of a California racial affinity group of 12 critical educators of Color (CEoC) committed to healing, empowerment, love, liberation and action (H.E.L.L.A ...


Lessons Learned From Authors Of Picture Book Biographies Of Activists And The Original Biographies They Inspired, Jay Saper Dec 2017

Lessons Learned From Authors Of Picture Book Biographies Of Activists And The Original Biographies They Inspired, Jay Saper

Graduate Student Independent Studies

This thesis examines the significance of picture book biographies of activists as accessible entry points to teach social movement history and embolden readers to lead courageous lives that confront injustice. The first section is grounded in lessons learned from 19 authors doing outstanding work in the field today: Andrea Davis Pinkney, Carole Boston Weatherford, Cynthia Chin-Lee, David Adler, Debbie Levy, Donna Jo Napoli, Doreen Rappaport, Duncan Tonatiuh, Emily Arnold McCully, Icy Smith, Jabari Asim, Jen Cullerton Johnson, John Hendrix, Kate Schatz, Matt Tavares, Michelle Markel, Richard Michelson, Sarah Warren, and Tanya Lee Stone. I identify and explore ten themes across ...


Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv Apr 2017

Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv

Catalyst: A Social Justice Forum

English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.


Middle Level Multicultural/Social Justice Art Education Curriculum, Meghan E. G. Andrews Apr 2017

Middle Level Multicultural/Social Justice Art Education Curriculum, Meghan E. G. Andrews

Master's Theses

The way in which children are taught matters a great deal and influences not only their worldview, but also how they view themselves with that world. Through my experiences as an art teacher, I have witnessed a growing need for teaching students in a way that focuses on multicultural and social justices issues in order to help students gain a more well-rounded world view. The art classroom has to power to serve as a safe and effective place to explore these issues. Determining why there is a growing need for a multicultural and social justice oriented art curriculum was important ...


Drama For Social Justice: Embodying Identity And Emotion In Elt, Riah Werner Mar 2017

Drama For Social Justice: Embodying Identity And Emotion In Elt, Riah Werner

MA TESOL Collection

In this thesis, the author makes the case that drama is a powerful tool for language acquisition because it develops and engages embodiment, emotion and identity, important aspects of learning and communication that are often neglected in traditional language classrooms. The thesis establishes a theoretical foundation for the use of drama in the social justice-oriented language classroom, reviews research on drama for language learning and describes common drama techniques. The author connects the theories of embodied cognition and multiliteracies to an intersectional model of identity and argues that drama helps students re-examine the way society positions them based on their ...


Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney Oct 2016

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Kathryn Brooks

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the ...


Brotherhood, Social Justice, And Persistent Deficit Ideologies: Latino Students’ Experiences In An All-Male Catholic High School, Ursula S. Aldana Jan 2016

Brotherhood, Social Justice, And Persistent Deficit Ideologies: Latino Students’ Experiences In An All-Male Catholic High School, Ursula S. Aldana

Journal of Catholic Education

Declining Catholic school enrollment rates coupled with increasing numbers of Latino Catholics (in the US) have prompted Catholic leaders to interrogate how they can best engage and meet the needs of the Latino community (Ospino, 2014; Notre Dame Task Force, 2009). Much of this work focuses on how Catholic schools can attract Latino students and their families, but does not situate the Latino Catholic school student experience within the historical, economic and sociopolitical context. This paper interrogates the history and experiences of Latino students at Divinity High School (pseudonym), an all male Catholic high school that has historically served a ...


What Is Social Justice? Opening A Discussion, John M. Winslade May 2015

What Is Social Justice? Opening A Discussion, John M. Winslade

Wisdom in Education

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.


Hope, Rage And Inequality: A Critical Humanist Inclusive Education, Kevin Magill, Arturo Rodriguez Feb 2015

Hope, Rage And Inequality: A Critical Humanist Inclusive Education, Kevin Magill, Arturo Rodriguez

Literacy, Language, and Culture Faculty Publications and Presentations

In this paper we examine challenges faced by students of color in an intervention program [Opportunity] in a socially stratified community on California’s Central Coast. The purpose of this paper is to name and discuss the problems students face: lack of support from the teaching community, the school staff and the administration of the parent district. We further identify challenges experienced by students and their teachers while highlighting strengths and weaknesses of educational programs and their reciprocal effects on participants. Finally, we seek to share a narrative overview of a teacher’s experience in creating the conditions for an ...


Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough Jan 2015

Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough

Doctoral Dissertations

At a time when education reform is guided by neoliberalism, accountability and standardization have reshaped teaching as highly technocratic and threatened the democratic possibilities of public education. Even so, many teacher education programs have taken up the call to prepare teachers to teach for social justice, whether framed as multicultural education, critical literacy, or critical pedagogy. A construct that ties these pedagogical approaches together is critical consciousness, with the aim of some teacher education efforts to evoke critical consciousness among preservice teachers. This study focuses on exploring how nine educators from elementary grades to higher education experience and enact critical ...


Critical Discomfort And Deep Engagement Needed For Transformation. A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Rick Ayers Sep 2014

Critical Discomfort And Deep Engagement Needed For Transformation. A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Rick Ayers

Democracy and Education

This essay seeks to engage the discussion about how to successfully conduct social justice and critical pedagogy classes for teacher candidates. Because the identity and consciousness of teachers is such a crucial factor in equity education, teacher-educators seek to challenge and transform hegemonic assumptions. The essay seeks to engage some of the main points of Sensoy and DiAngelo and to extend the conversation to other considerations and issues that arise in the work to develop educators committed to equity and justice.


Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney Jul 2014

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Susan Adams

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the ...


Developing Multimodal Digital Literacy: The Application Of Digital Storytelling As A New Avenue For Effective English Learning With Efl Elementary School Students In Korea, Tecnam Yoon May 2014

Developing Multimodal Digital Literacy: The Application Of Digital Storytelling As A New Avenue For Effective English Learning With Efl Elementary School Students In Korea, Tecnam Yoon

Doctoral Dissertations

The purpose of this mixed method research study is to investigate the educational effects of digital storytelling as a communicative language learning strategy in an EFL elementary school class in Korea. In order to find out the benefits and challenges of digital storytelling in EFL class, this study was conducted for 12 weeks in a rural elementary school. Digital storytelling was selected and utilized in the after-school English class, as main teaching and learning tool. Guiding research questions were 1) what are the potential benefits and challenges of digital storytelling for young EFL learners when it is employed in a ...


Improving Anti-Racist Education For Multiracial Students, Eric Hamako May 2014

Improving Anti-Racist Education For Multiracial Students, Eric Hamako

Doctoral Dissertations

This dissertation explores how anti-racist education might be improved, so that it more effectively teaches Multiracial students about racism. A brief history of anti-racist education and a theory of monoracism – the systematic oppression of Multiracial people – provide context for the study. Anti-racist education in communities and colleges has supported U.S. social movements for racial justice. However, most anti-racist education programs are not designed by or for students who identify with two or more races. Nor have such programs generally sought to address Multiraciality or monoracism. Since the 1980s, Multiraciality has become more salient in popular U.S. racial discourses ...


Interpreting, Stephanie Jo Kent May 2014

Interpreting, Stephanie Jo Kent

Doctoral Dissertations

What do community interpreting for the Deaf in western societies, conference interpreting for the European Parliament, and language brokering in international management have in common? Academic research and professional training have historically emphasized the linguistic and cognitive challenges of interpreting, neglecting or ignoring the social aspects that structure communication. All forms of interpreting are inherently social; they involve relationships among at least three people and two languages. The contexts explored here, American Sign Language/English interpreting and spoken language interpreting within the European Parliament, show that simultaneous interpreting involves attitudes, norms and values about intercultural communication that overemphasize information and ...