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Author: Delores D. Liston
Publisher: Indiana University Press
ISBN: 025303132X
Category : Education
Languages : en
Pages : 367
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Book Description
How can education become a transformative experience for all learners and teachers? The contributors to this volume contend that the Scholarship of Teaching and Learning (SoTL) can provide a strong foundation for the role of education in promoting social justice. The collection features contributions by an array of educators and scholars, highlighting the various ways that learners and teachers can prepare for and engage with social justice concerns. The essays offer reflections on the value of SoTL in relation to educational ethics, marginalized groups, community service and activism, counter narratives, and a range of classroom practices. Although the contributors work in a variety of disciplines and employ different theoretical frameworks, they are united by the conviction that education should improve our lives by promoting equity and social justice.
Author: Delores D. Liston
Publisher: Indiana University Press
ISBN: 025303132X
Category : Education
Languages : en
Pages : 367
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Book Description
How can education become a transformative experience for all learners and teachers? The contributors to this volume contend that the Scholarship of Teaching and Learning (SoTL) can provide a strong foundation for the role of education in promoting social justice. The collection features contributions by an array of educators and scholars, highlighting the various ways that learners and teachers can prepare for and engage with social justice concerns. The essays offer reflections on the value of SoTL in relation to educational ethics, marginalized groups, community service and activism, counter narratives, and a range of classroom practices. Although the contributors work in a variety of disciplines and employ different theoretical frameworks, they are united by the conviction that education should improve our lives by promoting equity and social justice.
Author: Laura Parson
Publisher: Springer Nature
ISBN: 3030811433
Category : Education
Languages : en
Pages : 215
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Book Description
This book is the third in a four volume series that focuses on research-based teaching and learning practices that promote social justice and equity in higher education. In this volume, we focus on the application of the scholarship of teaching and learning in higher education outside of the classroom to maximize the effectiveness of student affairs programming. Specifically, authors focus on the application of SoTL in higher education outside of the classroom (e.g., faculty development, leadership, student involvement, student affairs) in ways that promote greater equity and inclusion in higher education. Each chapter includes a description of how higher education may traditionally marginalize students from underrepresented groups, outlines a research-based plan to improve student experiences, and provides a program or activity plan to implement the recommendations from each chapter.
Author: Rosemary Papa
Publisher: Springer
ISBN: 9783030146269
Category : Education
Languages : en
Pages : 0
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Book Description
The Handbook on Promoting Social Justice in Education explores social justice elements across the global human continuum in the field of education and offers the skills and ways of thinking to achieve a more equitable, caring and fair world. Education is not the sole or even the primary answer to social justice as this would assume educators have control over the complexity of one’s nation/states and multi or transnational organizations, and especially the diversity by context of family life. What education does offer are the skills and ways of thinking to achieve a more equitable, caring, and fair world in pursuit of achieving the ends of social justice. The handbook will look at three major themes—Political Inequality, Educational Economic Inequality, and Cultural Inequality. Editorial Board Khalid ArarKadir BeyciogluFenwick EnglishAletha M. HarvenJohn M. HeffronDavid John MathesonMarta Sánchez
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1799877507
Category : Education
Languages : en
Pages : 1673
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Book Description
The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.
Author: Kathryn C. Oleson
Publisher: Taylor & Francis
ISBN: 1000978028
Category : Education
Languages : en
Pages : 206
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Book Description
This powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors’ intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students’ backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on preparation for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both create and manage discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching.
Author: Nicholas D. Young
Publisher: Vernon Press
ISBN: 1622736230
Category : Education
Languages : en
Pages : 145
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Book Description
This book examines the critical issues associated with the topic of social justice in primary and secondary education. Understanding the challenges related to educational inequity requires a comprehensive and systematic re-examination of educational reform; specifically, this book defines social justice education, offers different perspectives from major thought leaders and examines the challenges faced by different populations when it comes to receiving equal opportunity and treatment. Emphasis will be placed on programs, approaches and strategies to increasingly teach tolerance, respect, and understanding within and between these groups and members of the majority culture. The focus, then, will be on educational practices designed to prepare students from diverse backgrounds to be active, contributing, and fully participatory members of our contemporary society. This book is most appropriate for preservice and veteran teachers, school and educational psychologists, related special education service professionals, educational administrators, guidance counselors, graduate education professors, policymakers, parents, and student leaders who wish to gain a better understanding of how social justice can and should become a valuable part of the educational landscape.
Author: C. Casey Ozaki
Publisher:
ISBN: 9783030699482
Category :
Languages : en
Pages : 0
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Book Description
This book explores theory and best practices to improve teaching and learning to promote equity in the classroom in specific disciplinary areas including STEM, healthcare, and the humanities. Each chapter includes actionable pedagogical or curricular recommendations such as course assignments and lesson plans. This is the second of four edited volumes focusing on applications of the Scholarship of Teaching and Learning (SoTL) for more equitable learning opportunities. C. Casey Ozaki (she/her/hers) is Associate Professor and Chair for the Department of Education, Health, and Behavior Studies at the University of North Dakota, USA. Her research bisects both the student affairs and teaching and learning areas of the college campus, with a shared focus on diverse students, their outcomes, and factors that influence those outcomes. As part of this focus, she has explored the role of student affairs professionals at community colleges. Laura Parson (she/her/hers) is Assistant Professor of Educational and Organizational Leadership at North Dakota State University, USA. Her research questions seek to understand how policy, discourses, practices, and procedures inform the experiences of minoritized groups in higher education, and how the institution coordinates those factors through translocal practices. She is a qualitative methodologist, with a focus on ethnographic and discourse methods of inquiry.
Author: Aaron J. Griffen
Publisher: IAP
ISBN: 1648026893
Category : Education
Languages : en
Pages : 321
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Book Description
Seldom is the practicing P-12 educator, the P-12 practitioner, considered a scholar. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship explores the unrecognized and infrequently considered teacher scholar, principal scholar, counselor scholar, librarian scholar - the practitioner scholar who if provided the platform and access can produce a unique and complex narrative and knowledge base to fields of study. This volume extends the current Research, Advocacy, Collaboration, and Empowerment (R.A.C.E.) knowledge in educational leadership, theory and practice, curriculum and instruction, teaching and teacher development, social justice, and diversity, equity and inclusion. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship presents ways to conceptualize quality in educational research by engaging practitioners, researchers and policy makers in cross-disciplinary partnerships to provide an intentional platform for scholars and researchers in the P-12 school systems and pre-service programs, particularly those with/or seeking an active and emerging research and publishing agenda. This volume is divided into four interrelated sections. Section I focuses on mentoring practitioners as scholars during pre-service and in practice. Chapters in this section promote the use of methods coursework, narrative analysis and culturally relevant pedagogy to enhance practitioner agency and roles as scholars. Section II includes Culturally Responsive School Leadership (CRSL) as a way to recognize and address the historical examples and barriers to practitioner social justice activism. These chapters center the school setting and graduate coursework, using practitioner scholarship as a way to cultivate critical consciousness and the use of counter-narratives to combat racism, settler colonialism, and classism among school staff. Section III engages practitioner scholarship as a revolutionary approach through case study, auto-ethnography, review of literature, mental models, and phenomenological study. This section fosters the value of practitioner voice as agency to disrupt oppressive ideologies and beliefs that sustain inequitable and unequal school environments. Section IV provides curriculum, instruction, and parent involvement as examples of practitioner advocacy via personal and collective identity development, Black/Crit, Inquiry-Based Learning (IBL) and engagement strategies. These final chapters provide details of policy and practice transformation methods that empower practitioner sustainability of student and parent access to equitable and inclusive school experiences.
Author: Nicholas D. Young
Publisher: Vernon Press
ISBN: 1622736427
Category : Education
Languages : en
Pages : 146
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Book Description
'Empathic Teaching: Promoting Social Justice in the Contemporary Classroom' is written for those who are committed to employing social justice practices in the classroom. The intent is to educate the next generation to value tolerance and to have respect and empathy for others in society. While this tome will largely focus on understanding the role that equity should play in P-12 education, it will do so with an acute awareness that there are myriad factors that influence student engagement and the motivation to learn. Although some of the subjects under consideration have been written about elsewhere broadly, this tome will offer a unique contribution by examining each from a social equity perspective. As schools move to ensure a more inclusive and well-rounded student body, this book will be a substantial asset to anyone interested in advancing a social justice agenda.
Author: Laura Chapman
Publisher: A&C Black
ISBN: 1855394693
Category : Education
Languages : en
Pages : 177
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Book Description
The disparity between excellence and equity is a key issue for education policy and practice. This book is an argument for equity and inclusion in education, based on a model of social justice which is grounded in relationships and learning rather than policies and structures. Countries that combine excellence with equity, where young people experience high levels of wellbeing, tend to be societies with a commitment to social justice, equity and inclusion. There is an increasing recognition that long term educational and social reforms have to focus on issues around social justice if they are to be more than palliative responses. Education for Social Justice looks at the role of relationships on many levels: personal meaning, group or team interaction, the school structure and culture, and cross agency and community involvement and development. The aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies.
