首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Abstract

Teachers who organize for educational equity and social justice generally do so through teacher-led professional networks. Community organizations (COs) that seek to support such teacher leaders can face challenges in working with their organic and often horizontally organized networks. This article examines three case studies of COs that developed successful alliances with urban teacher leaders in teacher-led networks and identifies specific strategies COs used to support the teachers.  相似文献   

2.
ABSTRACT

This paper claims a central role for school leaders (principals or head-teachers) in the enactment of social justice policy in schools, who act as key agents or ‘gate keepers’ for what counts as social justice in their contexts of practice. Social justice means different things in different contexts depending on where leaders – who use policy as an opportunity to advance what they think is achievable within the limits of available resources – are positioned in the field and how that defines their stances. Drawing on qualitative data generated through in-depth interviews with ten secondary school principals in two Australian cities, the paper analyses the engagement of school leaders with nationally prescribed equity-related policies. Our analysis shows that, depending on the institutional ethos and resources of schools and their own social justice dispositions, school leaders tend to take different stances towards nationally defined equity agendas. Their responses range from compliance to compromise to contest. The paper suggests that doing social justice in schools can never be unilateral, as policy documents suppose, but is characterised by context-informed policy translation, mediated by a range of interactive forces and interests.  相似文献   

3.
Abstract

The persistence of white privilege and escalating racism in the United States challenges religious educators to analyze the roots and destructive potential of both. This article draws on historical and contemporary analyses in dialogue with personal reflection and the oral histories of two leaders who seek to recognize and live beyond their own privilege. The purpose of the study is to describe the landscape of white privilege and analyze the intersections of public and personal dynamics. The analysis reveals the educational potential of personal narratives and structural analysis in understanding and transforming white privilege into humble work for justice.  相似文献   

4.
ABSTRACT

The term ‘Asian values’ became popular in the political discourse in the 1980s and 1990s. The most vocal proponents of Asian values are Singapore's Lee Kuan Yew and Malaysia's Mahathir and their deputies and government officials, as well as post-Tiananmen Chinese leaders. Most notable of all these three strands of the Asian values debate is the ‘Singapore School’, which ‘comprises leaders who have articulated a defence of the Singapore regime, either in their personal or official capacities’. This article discusses the origins and philosophical underpinnings of ‘Asian values’ in the Singapore context and its relationship to civics education. First, it provides the historical context for the interest in Confucianism and Asian Values. It then looks at the role and use of Confucianism and Asian Values in Asia, before discussing the case of Singapore and Asian values. I explore the interconnections between changes in history, civics and social studies curricula, and the politics of the ‘Asian Values’ discourse in Singapore which underpins these curricula. At the heart of the issue was the state's attempt to forge and articulate a Singaporean identity, and the role of citizenship/moral education in attaining this elusive nation building goal.  相似文献   

5.

Contemporary textbooks in criminal justice use A Clockwork Orange to illustrate issues of correctional and sentencing practices. This article challenges criminal justice faculty and students to use the film to explore the political and social realities of punishment, in particular the examination of the moral question of “voluntariness” and the implications for “treatment” as a mechanism of social control. This paper explores the moral questions of state sponsored social control and using the film satire invites the student to examine their beliefs about the political and social realities of punishment and rehabilitation.  相似文献   

6.
The pursuit of justice has concerned human beings for centuries and, despite its importance, often remains outside the boundaries of our educational systems. This article reports on a study of an action research seminar for a group of teacher leaders in a position to instigate positive change within their educational context, and make their actions occasions for justice. In order to better understand the textual data generated by the teacher leaders, we devised an analytical lens that draws from modern rabbinical scholarship, eco-political (socio-political) studies, and existentialism. We found at this intersection that, despite the teacher leaders recognizing injustice, and at times protesting against it, their ability to act, formulate solutions, and conduct action research – and even their very concept of justice – was heavily influenced and constrained by the dominant political regime of the US educational system. An explanatory framework emerged that sheds light on the dynamic interplay among justice, politics, and beliefs, while also revealing the constraints to pursuing justice from within a leadership structure. We conclude that for action research to be a means for teachers and teacher leaders to begin to modify their practice so they are sensitive to the voices of the marginalized, to see their actions as opportunities for justice, and to provide collaborative experiences that help other teachers develop their ways of thinking, acting, and interacting in pursuit of justice, those who teach action research must be willing to do the very same.  相似文献   

7.
School diversity and social justice: policy and politics   总被引：1，自引：1，他引：0  
This paper focuses on the long established diversity in the English education system – independent schools, grammar schools and religious schools – and in so doing explores tensions between education policy, politics and social justice. It explores the differential access to these different types of school, their social composition and implications for social justice and for wider society. It is argued that if social justice is to be a goal of government, further policy changes are needed over and above those that have already been made. However, the political challenges, which have limited policy changes to date, would be significant.  相似文献   

8.
ABSTRACT

The social justice leadership research recognizes the pivotal role that educational leaders play in mobilizing the discourse and achieving social justice in schools. However, current social justice leadership studies may be seen as limited in that the variety of important themes and issues identified in the discussions of social justice within educational leadership are generally addressed in an isolated manner, focusing on specific aspects. There seems to be a lack of an overarching framework which may be used to examine social justice leadership in a holistic and multidimensional manner by taking into account leadership, organizational conditions and environment. This article aims to examine social justice leadership through the lens of the ‘Five Fundamentals’ outlined in The Art of War by the Chinese General, Sun Tzu. In doing so, the article extends the theoretical boundary in social justice leadership by considering its moral purpose, human and environmental conditions, leadership practices, and technical constraints.  相似文献   

9.
Abstract

The term “social justice” cuts across disciplines and theoretical orientations. Critical theory underpinned the study reported on in this article. Many South African schools, particularly in poverty stricken communities, still experience insurmountable economic and social injustices despite progress since the apartheid regime. The injustices manifest in poverty, inequalities and unequal distribution of educational resources, impacting on the achievement gap. While social justice is a concern in the literature, South African literature has little on how to apply the concept of a learning organisation to reclaim a commitment to social justice. The article argues that schools perceived as learning organisations are sites of social and political struggle that can promote and encourage human rights to fundamental freedoms for all, without discrimination. This requires progressive teachers and critical thinking by students to transform dehumanising social milieus into communities of participation embodying the values of progress and human emancipation.  相似文献   

10.
Abstract

Reclaiming commitment to social justice through widening access to education, using the medium of relevant adult and continuing education, requires people to have the ability to initiate ideas, to act and to take their destiny in their own hands. This article postulates that deploying relevant adult and continuing education in the quest for social justice leading to freeing oppressed Sub-Saharan Africans is possible. It was partly for this reason that the United Nations Educational, Scientific and Cultural Organisation (UNESCO) came up with standard setting instruments measuring the effectiveness of inclusive education among its member states and, towards that goal, sponsored a limited study to assess how much has been done globally. The outcomes of that study have influenced the propositions made in the article that is structured against the background of the opportunities and/or challenges posed by the demand for social justice by way of widening access to education and learning. The article makes suggestions for ensuring that relevant adult and continuing education provides valuable service in reclaiming the needed commitment to social justice.  相似文献   

11.
Educational leadership and social activism: a call for action   总被引：1，自引：1，他引：0  
The purpose of this article is to argue for a social activist stance in educational leadership that fundamentally addresses social change and human emancipation. This call for social activism is framed within neoliberal, neoconservative, and authoritarian populist discourses in the USA, which to social justice educators and leaders had devastating effects on education. Empirical data from an activist high school principal, activist university professor, and activist priest reflects their development of political clarity, political capacity, political collaboration, and an ethic of risk. It is suggested that the work of socially active educational leaders needs to be broadened to include such things as public policy advocacy, networking, organising, community development, and scholarship. Finally, the article concludes with a variety of ways educational leaders can demonstrate their social, moral, and political activism as they challenge the status quo, fight for social justice, and come to understand the politicised notion of leadership.  相似文献   

12.
Abstract

Multiculturalism is official Canadian policy. In the context of postmodernism, pluralism has taken on a sharper meaning, particularly with regard to identity. What can possibly unify a diverse nation like Canada? Does the separation of religion from public life make sense when cultural identity includes religious expression? Political unity, religious diversity, and the common search for and establishment of justice could become the essential building blocks toward an integral political unity. In particular, the celebration of religious diversity in Canada's schools could become a primary means of political unity as well as an essential means of unifying society. Five convictions are developed which help secure a new relationship among religious education, religious diversity, and political and societal unity.  相似文献   

13.
Abstract

Possibly the greatest problem now facing citizens and educators is the increasing polarization in society. In this article, I address today’s social and political climate and the challenges it poses to communication and civil discourse. The problem is acute on college and university campuses, as well as in schools. I’ll propose one potential curricular solution, interdisciplinary studies, as a means of opening minds, spurring dialogue, and reducing polarization.  相似文献   

14.
This paper reports on the results of an exploratory study focusing on the perceptions of elementary school principals who espouse a critical multicultural approach and show signs of a social justice leadership style. The study has taken place in an ethnically divided society (Cyprus) in which the political situation seems to influence the ways in which school leaders perceive issues of justice and multiculturalism. Semi-structured, in-depth interviews were conducted with 10 principals who espoused a critical multicultural approach and subscribed to values of social justice leadership. The analysis of these principals’ interviews reveals two important findings—one concerning the conceptualization of critical multiculturalism in a society that suffers from ethnic division and the other concerning the contextualization of social justice leadership in this setting. The paper discusses the implications for leadership preparation programmes and for future research on social justice leadership and critical multiculturalism.  相似文献   

15.
ABSTRACT

In this article, I reflect on my attempts to decolonise religious education at a historically white university in a post-apartheid South Africa. This pre-service education project conducted in 2017 happened against the backdrop of two events, namely, a renewed curriculum policy, Curriculum Assessment Policy Statement (CAPS) and the #RhodesMustFall (RMF) and #FeesMustFall (FMF) protests. These events encouraged me to reflect on my academic role as a teacher-educator preparing pre-service teachers to teach religion in schools. This led to me asking many questions such as, what is the effect of my teaching religious education?, How do teacher-educators prepare religious education pre-service teachers for a multicultural and multireligious society?, How does my teaching align itself with the decolonisation of education? and How do I redress the colonial past in my religious education classroom? The data which included reflective reports, student experiences and self-reflexivity acknowledged the findings that religion education served as a unifying factor in building social cohesion. The significance of this paper lies in the argument that decolonisation becomes an imperative if one is striving for social justice and intends to commit oneself to a more equitable society where crossing borders must be a seamless act.  相似文献   

16.
Katharine Drexel was an important educator who taught profound lessons to the Roman Catholic Church and American society about the responsibility of privilege and the irresponsibility of prejudice. As a professed nun dedicated to the education of Black and Native Americans, she taught both intentionally and by example. Religious educators, seeking to educate for peace and justice, often point to Katharine's life work as an example of the application of Catholic social teaching. This article argues that Katharine's educational import in regards to Catholic social teaching goes much deeper than the concrete examples of her life's work. By studying Katharine's life, religious educators can illustrate the foundational attitudes and habits necessary for the principle of social justice to take root. This will be articulated in terms of underlying emphases found in aspects of Katharine's story: emphasis on totality, on clarity of vision and purpose, on evangelization, on family ethical formation, on moral education, and on Eucharistic spirituality. A corresponding action for religious educators will be suggested.  相似文献   

17.
This paper examines empirical data with regard to recent theorizing and conceptualizing of children's citizenship. It draws on a doctoral study where the author told social justice stories to one class of children aged five to six years to investigate the active citizenship that the stories set in motion. By imagining this action research study rhizomatically, organic and tangent pathways were mapped of what the stories set in motion. Analysis was informed by poststructuralist discourse theory and critical theory on political action, which enabled identification of enablers and constrainers of young children's actual practice of citizenship. A case is argued for acknowledgement of young children's political identities and capacity to act as communitarian citizens.  相似文献   

18.
  相似文献   

19.
ABSTRACT

This paper is a response to an earlier article in the Journal of Education Policy, which calls for ‘new ideas and constructive principles and practices for the provision of socially-just education’. We first discuss how an economistic approach to education entrenches socioeconomic disadvantage and argue that, in the light of evidence that inequalities are increasing both nationally and internationally, it has become increasingly important that we understand models of social justice in schools in deprived locations. Reporting on original longitudinal research with schools in disadvantaged coastal areas in England, and drawing on the notion of the insistent affirmation of possibility, we then discuss three dimensions of active social justice undertaken by participating school leaders. By examining practical examples of social justice, we aim to shift the debate into more positive territory, in which there can be more appreciation of the efforts and outcomes of some leaders in highly disadvantaged areas and more leaders can take heart in following their example.  相似文献   

20.
弗雷泽对社会正义的研究及其启示   总被引：1，自引：0，他引：1  
针对全球化和文化多元化背景下当代资本主义纷繁复杂的歧视性现象,南茜.弗雷泽研究了正义的"什么"、"谁"和"怎样"三个问题。她用再分配、承认和代表权三个概念从三个维度阐释了正义即参与平等。同时,她认为,全球化使正义主体由领土国家基础上的"谁"转变成多种的、有差异的复数的"谁";决定正义的"谁"的程序,要用批判-民主路径取代规范-科学路径,实现正义的方式,要用改造性矫正方案取代肯定性矫正方案。弗雷泽对社会正义的研究,启发我们,要以强烈的问题意识将关注现实和学术研究有机结合起来,并全面综合地、改造性地进行社会治理以构建社会主义和谐社会。  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号