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1.
ABSTRACT

Vigorous debate has recently arisen on the particular contribution of education to transitional justice (TJ). This article, focusing on the case of post-genocide Rwanda, raises the question of the possibilities, limitations and desirability of approaches which seek to impose, through education, top-down forms of reconciliation. The article employs the concepts of ‘mass (re)education’ and ‘pedagogy of truth’ to characterise the approach used by Rwanda’s post-genocide government to reshape and reconcile society, and reflects on the extent to which the past thus taught can be employed in furthering TJ goals. Drawing on extensive fieldwork, the study evaluates Rwanda-style practices by examining history and civic education programmes alongside young people’s utterances on the ‘truth’ of historical wrongs. Concluding, it casts doubt on the transformative and conciliatory value of ‘pedagogies of truth’ that seek to recast identities and inter-group relations, especially in light of state-imposed selective understandings of legitimate truth, justice, memory and identity.  相似文献   

2.
Abstract

Emphasizing critical thinking in teacher education could potentially increase society's effectiveness in addressing national and international problems. This linkage between teacher education and societal problem solving is predicated on three major possibilities: (a) Increased emphasis on critical thinking in teacher education will increase the emphasis on critical thinking in K‐12 education, (b) increased emphasis on critical thinking in K‐12 will lead to increased use of critical thinking within society, and (c) increased use of critical thinking among society's leaders and citizens will produce better problem solving at a societal level. The proposed linkage between teacher education and societal problem solving is anchored in three aspects of critical thinking: disposition toward critical thinking, cognitive skill in critical thinking, and information bases for critical thinking.  相似文献   

3.
Background: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.

Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?

Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of ‘horizontal and vertical knowledge discourses’ and ‘discursive gaps’.

Findings and conclusions: Overall, teaching that was observed focused primarily on ‘doing’. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to ‘Personal experiences’, ‘The other(s)’ and ‘Wider perspectives’. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes.  相似文献   

4.
Abstract

The question of how to teach effectively from a clear social justice perspective that empowers, encourages students to think critically, and models social change has been a consistent challenge for progressive educators. This article intends to shed light on this issue by demonstrating how educators can utilize a social justice pedagogical lens to treat their content in ways that meet their commitment to empowering education. Specifically, this article clarifies what social justice education is by introducing readers to five key components useful in teaching from a social justice perspective: tools for content mastery, tools for critical thinking, tools for action and social change, tools for personal reflection, and tools for awareness of multicultural group dynamics. While no pedagogical approach is a panacea, this approach offers readers five specific areas to focus on in their teaching and their efforts at working toward social justice in their classrooms.  相似文献   

5.
ABSTRACT

In this article, we suggest that character education in sport contexts can promote social justice. After defining key terms, we suggest that rethinking competition and the nature of team relationships is required to build a team culture responsive to concerns for social justice. The character of the team provides a nexus within which to develop individual character, which is elaborated in terms of four types of character: moral, civic, intellectual, and performance character. To promote commitment to social justice, character educators can focus on three elements of moral character: moral reasoning, the circle of moral regard, and moral identity. Within civic character, three themes are elaborated: human dignity, full participation, and accountability. The dimensions of critical thinking, willful ignorance, and prioritizing the marginalized are discussed in relation to intellectual character. Performance character is discussed in relation to an ethic of excellence. Finally, conclusions for character educators are elaborated.  相似文献   

6.

This paper discusses the application of the mock trial, regularly used in legal education, to students of criminal or civil justice. The mock trial can be taught as a independent course or as a part of any course which deals with the criminal or civil justice system. The paper identifies the goals and benefits of the mock trial for justice students. These include providing an understanding of the justice system and whether it needs change, learning about litigation and legal issues in the justice context, using critical thinking skills, working as a group, and shaping the course of their careers.  相似文献   

7.
ABSTRACT

This study utilized cultural historical activity theory to explore the evolution of nine preservice teachers’ (PSTs’) conceptions of social justice teaching while enrolled in a social justice-oriented teacher education program. From three interviews conducted over one year, findings show that tensions PSTs encountered while student teaching in high-poverty schools predominantly shaped their thinking. PSTs’ conceptions of social justice teaching evolved to include navigating inequitable systems, loving students critically, and viewing social justice teaching as uniquely personal. Implications include the importance of teacher educators leveraging inevitable student-teaching tensions as learning opportunities to further PSTs’ commitment to social justice teaching.  相似文献   

8.
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.  相似文献   

9.
ABSTRACT

What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.

Abbreviation ITE: Initial Teacher Education ITE  相似文献   

10.
ABSTRACT

In many cases, political circumstances do not allow formal for transitional justice processes to occur in countries undergoing a transition from a violent past. In this paper, we ask if education can become a default front line of transitional justice work in the absence of explicit action by the state to address past injustices. Drawing from interviews with educators and using a new citizenship education programme in Northern Ireland as our case study, we argue that several factors, including organisational constraints within the education system, limit the potential of the programme for supporting transitional justice goals. While the effectiveness in this particular case is limited, Northern Ireland provides an example of a citizenship education programme that has moved away from an emphasis on national identity and embraced human rights. Other divided societies might find this model to be an effective conduit in which to promote transitional justice.  相似文献   

11.
Abstract

Reflecting through the prisms of past, present (“the shape of things that are and were”) and future (“the shape of things to come”), this paper discusses three challenges for sociology of education: the rise of populism and declining faith in ‘experts’; inequities within and re/produced by the sociology of education; and how to enact a sociology of education that can ‘make a difference’ to social inequalities. The paper puts forward some ideas in support of a current and future practice of the discipline that is pluralistic and orientated towards social justice. Arguments are made for the value of public-orientated dialogue that is conducted in a range of registers and the importance of acknowledging and engaging with the ‘debt’ (Ladson-Billings) that is owed to minoritized communities and minoritized researchers. Finally, a case is made for a sociology of education based on the principle of service as enacted through praxis partnerships.  相似文献   

12.
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13.

No one discipline has a monopoly on the truth, especially in the analysis of a complex subject such as equality. If we are to deepen our understanding of inequality in education, we must open a dialogue with other disciplines, most especially with egalitarian theory. Bearing in mind the limitations of writing in a majority language tradition, the article explores the potential for creating a dialogue about equality between sociologists and critical and feminist egalitarian theorists. What sociologists can gain from egalitarian theory is a deepening of their understanding of the interface between the ethical and the empirical, of the interrelationship between fact and value in social life. In addition, egalitarian theory has the capacity to broaden our understanding of inequality in education beyond the distributive view of social justice that has dominated thinking in education to date. Drawing on the work of egalitarian theorists the article outlines four particular interpretations of equality that have relevance for researchers in education.  相似文献   

14.

This article presents an argument for the integration of literature, especially novels, into the criminal justice curriculum. Included is a discussion of novels and short stories that work well in criminal justice courses. Approaches for integrating literature with traditional empirical and theoretical material are also discussed. Reading and discussing excellent literature can be an effective means to develop a student's sense of empathy and skills of critical thinking. This argument is set in the context of the broader debate of the relationship of criminal justice to the rest of the liberal arts.  相似文献   

15.

In recent years there has been growing interest in comparative/international criminal justice issues. Consequently, a number of scholars and professional organizations have encouraged course offerings in these areas. In this article, results are reported from a national survey carried out to determine the prevalence of courses addressing comparative criminal justice and the course content, structure and the characteristics of faculty who teach them. A questionnaire was mailed to 381 heads of four-year criminal justice programs in the United States; 169 (44%) usable returns were received from four-year institutions. The results indicated that 58 (34%) of the criminal justice programs provide some comparative/international courses. Faculty who are actively involved in these are usually at the upper ranks and have primary interests in England and Japan. Analysis of course content revealed that most emphasize writing skills and critical thinking about comparative issues, and that there appears to be a developing consensus on certain core concepts involved in the teaching of such topics.  相似文献   

16.
ABSTRACT

Few studies have attended to the specific influence of neoliberalism on education for social justice, despite the complex ways in which the competing discourses of neoliberalism and social justice work side by side in local educational settings. This article reports data derived from interviews with 28 educators committed to social justice education from across Ontario, Canada. Participants were asked how they perceived the impact of neoliberalism on education and on their teaching practice. Findings were interpreted through critical democratic theory and discourse analysis. An unanticipated finding is the influence of neoliberal discourse on the ways that educators spoke about their teaching practice for social justice. The study found that discourse of performance is one arena where competing discourses of neoliberalism and social justice not only coexist but also intersect. This finding has important implications for the transformative potential of social justice education through more concentrated attention to the power embedded in everyday speech acts. Attending more to the performative potential of neoliberal discourse toward social justice ends can be a mechanism for resistance and teacher agency.  相似文献   

17.

This article suggests various techniques and strategies for integrating historical research methods into the drug education classroom. While most criminal justice programs offer courses on drug education, instruction has typically concentrated on policy issues. With little historical perspective on the roots of the drug problem, students are too often left with a one-dimensional perspective: that all illegal drug use should be criminalized. Like many recent historical events, the roots of the drug problem remain a distant abstraction to the current generation of criminal justice students. A historical approach to this subject using historiographic methods can lead to a better understanding of the cyclic nature of the U. S. drug problem and policies over the past century.  相似文献   

18.
Abstract

Critical thinking is an important component of learning, yet it has received little attention in distance education literature. The purpose of this study was to investigate graduate students' satisfaction and perception of opportunities for critical thinking in distance education courses that utilized a two‐way audio/video system.  相似文献   

19.

This article advocates the use of case studies to illustrate the importance of victimology in the criminal justice curriculum. The case study of a particular victimization introduces emerging issues in criminal justice, and illuminates the responsibility of the criminal justice system to prevent and react to crime. Academic programs are challenged to develop and maintain students' interest in this theoretical framework. Case studies in victimology promote interdisciplinary knowledge, critical thinking and precise writing skills. They also provide students with experience in research, investigation and integration of information.  相似文献   

20.
Fostering critical thinking abilities amongst students is one component of preparing them to navigate uncertain and complex social lives and employment circumstances. One conceptualisation of critical thinking, valuable in higher education, draws from critical theory to promote social justice and redress power inequities. This study explored how students’ critical thinking developed in a discrete core unit of criminology. Second and third year students were invited to participate in the research. Participants wrote critical reflections on how their thinking about crime and criminal justice had developed throughout the unit. Analysis of responses indicated that certain topics were salient to students, offering a way to engage them in deeper thinking. Students’ critical reflections showed evidence of personally relevant meaning-making, including the development of more nuanced thinking about crime and justice, and more compassionate rationales for aspiring to careers within the field. Implications for learning and teaching critical thinking in criminology are discussed.  相似文献   

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