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Sample records for justice drama education

  1. The "Good Enough" Drama: Reinterpreting Constructivist Aesthetics and Epistemology in Drama Education

    Science.gov (United States)

    Rasmussen, Bjorn

    2010-01-01

    When we speak of quality in drama education, we apply different educational and aesthetic criteria. For example, improvised drama practices such as process drama, are closely associated to John Dewey's constructivist philosophy. What makes a drama qualitatively "good" within such a framework differs radically from criteria that are familiar in…

  2. Concerning Justice and Music Education

    Science.gov (United States)

    Jorgensen, Estelle R.

    2007-01-01

    In this paper, I explore matters concerning justice and music education. I briefly sketch responses to five interrelated questions: Why should music educators be interested in justice? What is meant by the term social justice and how is it distinguished from justice of other kinds? How do liberal views of humanity, particularly the preciousness of…

  3. Understanding Education for Social Justice

    Science.gov (United States)

    Hytten, Kathy; Bettez, Silvia C.

    2011-01-01

    It has become increasingly common for education scholars to claim a social justice orientation in their work. At the same time, education programs seem to be adding statements about the importance of social justice to their mission, and a growing number of teacher education programs are fundamentally oriented around a vision of social justice.…

  4. Theatre and Pedagogy: Using Drama in Mental Health Nurse Education.

    Science.gov (United States)

    Wasylko, Yolanda; Stickley, Theodore

    2003-01-01

    Describes how psychodrama, forum theatre, and other forms of drama can facilitate active learning, develop empathy and reflective skills, and foster emotional intelligence in nursing education. Contains 21 references. (SK)

  5. Social Justice Language Teacher Education

    Science.gov (United States)

    Hawkins, Margaret R.

    2011-01-01

    Social justice language teacher education conceptualizes language teacher education as responding to social and societal inequities that result in unequal access to educational and life opportunities. In this volume authors articulate a global view of Social Justice Language Teacher Education, with authors from 7 countries offering a theorized…

  6. THE EFFECT OF DRAMA EDUCATION ON PROSPECTIVE TEACHERS’ CREATIVITY

    Directory of Open Access Journals (Sweden)

    Soner Mehmet OZDEMIR

    2008-01-01

    Full Text Available A number of studies of the effects of drama on individuals’ cognitive and affective characteristics have been carried out recently. These studies revealed that drama had positive impact on students’ development of communication skills, socialization levels, development of emotional intelligence, social skills, empathic skills and empathic tendencies regardless of the grade levels of the students. In the present study, the effect of drama education on creativity of prospective classroom teachers was examined. As the method of this study, experimental design, which is based on pre-test and post-test, was used. In the research the study group consisted of 78 the 4th grade students (50 females and 28 males who attended the Primary School Teacher Education Program at Elementary Education Department of Faculty of Education, Kirikkale University in fall semester of 2006-2007 academic year. The data in this study was gathered through “Torrance Test of Creative Thinking-Figural Form A”. “TTCT-Figural, Form A” was applied on the participants before and after Drama Course, and their pre-test and post-test scores were compared accordingly. Results of the study showed that at the end of the Drama Course, the scores of creativity test the students took increased to some extent in all of the dimensions of creativity test, which are “fluency”, “originality”, “elaboration”, “resistance to premature closure” and “abstractness of titles”. It was also found out that participants’ pre-test and post-test creativity scores did not make a significant difference according to gender variable. Recommendations of the study include that drama should be an essential part of all teacher education programs, and more research should be performed focusing on the effects of drama on students’ various intellectual skills and attitudes.

  7. Creative drama: Can it be used to nursing education

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    Seda Bapoğlu Dümenci

    2014-12-01

    Full Text Available This study was conducted in order to assess the impact of drama education, which is supposed to improve creativity skills, on nursing students. In this study, which was designed as an experimental one, third year students studying at Nursing Department of Duzce University School of Health were given drama education for one hour a week for eight weeks in total. In order to measure the creativity levels of the students in drama education in the study, Torrance Test of Creative Thinking Figural and Verbal Forms were applied as pre- and post-tests. According to the findings of the study, there was a significant difference between the pre-test and post-test in only originality subscale in the verbal form and in fluency, originality and elaboration subscales in the figural form and creativity levels in these areas increased following the drama education. Including a drama course and active learning methods is considered to be significant for coming up with solutions for the existing problems in nursing education.

  8. Social Justice in Teacher Education.

    Science.gov (United States)

    Guyton, Edith

    2000-01-01

    Education is a moral enterprise and a right rather than a privilege. Teacher education should develop teachers' awareness of and concern for social justice and their capacity to teach democracy and teach democratically. The concept of social justice should guide curriculum development and implementation. (SK)

  9. Educational Administration and Social Justice

    Science.gov (United States)

    Bates, Richard

    2006-01-01

    After observing that texts in educational administration have largely failed to address the problem of the justice and fairness of social and educational arrangements, this article goes on to examine the necessary relationships between ethical leadership, community and the notion of social justice. Such relationships are argued to be necessarily…

  10. Social Justice in Teacher Education.

    Science.gov (United States)

    Guyton, Edith

    2000-01-01

    Education is a moral enterprise and a right rather than a privilege. Teacher education should develop teachers' awareness of and concern for social justice and their capacity to teach democracy and teach democratically. The concept of social justice should guide curriculum development and implementation. (SK)

  11. Learning from an Artistically Crafted Moment: Valuing Aesthetic Experience in the Student Teacher's Drama Education

    Science.gov (United States)

    Anderson, Elizabeth

    2016-01-01

    This paper takes the position that drama education falls within the field of aesthetic education, and involves learners in both creating and responding to the art of drama through a blending of thoughts, senses and emotions. The paper looks at aspects key to the experience of teaching and learning in drama within the aesthetic framework, and…

  12. Drama and Theatre Education in Canada: A Snapshot

    Science.gov (United States)

    Carter, Mindy R.

    2014-01-01

    This "Note from the Field" provides an overview of what is happening in Kindergarten to University drama and theatre education across Canada. In addition to this snapshot I offer some considerations for extending this discipline and its potential impact on curriculum, policy and practice.

  13. "In the Labyrinth of the Image": An Archetypal Approach to Drama in Education.

    Science.gov (United States)

    Haine, Gano

    1985-01-01

    This article delineates an archetypal approach to drama in education. Participation in drama draws on both conscious and unconscious imaginative capabilities and involves teacher and student in the bedrock of human reaction. Drama could provide us with valuable information concerning archetypes as they unfold in the lives of our children. (MT)

  14. USE OF THE STORIES FORMED WITH DRAMA IN TURKISH EDUCATION

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    Ömer Tuğrul KARA

    2013-06-01

    Full Text Available New Turkish Program has been based upon activities that will provide participation of students to the educational process. Story formation with drama which is one of the most suitable activities to actualize requirements of the Turkish education is to animate improvised or proverbial stories using drama techniques. What has been meant with the expression of story formation in drama studies is to accommodate story genre into animation of other genres including texts based upon events rather than dramatization of the genre’s itself. Through the animation of the story, the student will have the opportunity of examining, analyzing and solving the problems related to real life. While concepts such as hero, target, obstacle /event have been the primary elements of story formation, concepts such as speech line and metaxis are the secondary elements. There can be provided the acquisition of four basic language abilities to be actualized, association of linguistic concepts with daily life and exposure of a hidden ability into the light through the stories formed with drama in Turkish lessons. This study has been carried out using the scanning model and relevant researches within the bounds of the subject have been benefited.

  15. Getting the Message Across: Does the Use of Drama Aid Education in Palliative Care?

    Science.gov (United States)

    O'Connor, Margaret; Abbott, Jo-Anne; Recoche, Katrina

    2012-01-01

    Drama is a promising means of delivering educational messages in palliative care. Research studies have found drama to be an effective means of delivering educational messages in other domains of learning, such as teaching health education to children and adults and engaging the general public in health policy development. This paper discusses the…

  16. Utopian Performatives and the Social Imaginary: Toward a New Philosophy of Drama/Theater Education

    Science.gov (United States)

    Prendergast, Monica

    2011-01-01

    Drama/theater education lives in the tension of being a discipline rooted in the fine arts and humanities that has been transplanted into the social science of education. This paper suggests that a more aesthetic and philosophical reflection on what drama/theater does and can do in educational settings frees us from the scientized and instrumental…

  17. Learning in "As-If" Worlds: Cognition in Drama in Education

    Science.gov (United States)

    Andersen, Christopher

    2004-01-01

    The field of drama in education has been developing a rich tradition of practice separate from the literature of educational and cognitive psychology. This article draws links between the practice of drama in education and cognitive theory, focusing specifically on the area of situated learning. Rather than confine learning to the context of the…

  18. Mathematics education for social justice

    Science.gov (United States)

    Suhendra

    2016-02-01

    Mathematics often perceived as a difficult subject with many students failing to understand why they learn mathematics. This situation has been further aggravated by the teaching and learning processes used, which is mechanistic without considering students' needs. The learning of mathematics tends to be just a compulsory subject, in which all students have to attend its classes. Social justice framework facilitates individuals or groups as a whole and provides equitable approaches to achieving equitable outcomes by recognising disadvantage. Applying social justice principles in educational context is related to how the teachers treat their students, dictates that all students the right to equal treatment regardless of their background and completed with applying social justice issues integrated with the content of the subject in order to internalise the principles of social justice simultaneously the concepts of the subject. The study examined the usefulness of implementing the social justice framework as a means of improving the quality of mathematics teaching in Indonesia involved four teacher-participants and their mathematics classes. The study used action research as the research methodology in which the teachers implemented and evaluated their use of social justice framework in their teaching. The data were collected using multiple research methods while analysis and interpretation of the data were carried out throughout the study. The findings of the study indicated that there were a number of challengesrelated to the implementation of the social justice framework. The findings also indicated that, the teachers were provided with a comprehensive guide that they could draw on to make decisions about how they could improve their lessons. The interactions among students and between the teachers and the students improved, they became more involved in teaching and learning process. Using social justice framework helped the teachers to make mathematics more

  19. "Spoilsport" in Drama in Education vs. Dialogic Pedagogy

    Directory of Open Access Journals (Sweden)

    Ana Marjanovic-Shane

    2016-02-01

    Full Text Available In this paper I compare and contrast two educational paradigms that both attempt to overcome alienation often experienced by students in the conventional education. These two educational paradigms are embodied in different educational practices: First, Drama in Education in its widest definition, is based on the Vygotskian views that human cognitive, semantic (meaning-making, and social-emotional development happens in or through play and/or imagination, thus within the imagined worlds. Second, Critical Ontological Dialogic Pedagogy, is based in the Bakhtin inspired approach to critical dialogue among the “consciousnesses of equal rights” (Bakhtin, 1999, where education is assumed to be a practice of examination of the world, the others and the self. I reveal implicit and explicit conceptual similarities and differences between these two educational paradigms regarding their understanding the nature of learning; social values that they promote; the group dynamics, social relationships and the position of learners’ subjectivity. I aim to uncover the role and legitimacy of the learners’ disagreement with the positions of others, their dissensus with the educational events and settings, and the relationships of power within the social organization of educational communities in these two diverse educational approaches. I explore the legitimacy of dissensus in these two educational approaches regarding both the participants’ critical examination of the curriculum, and in regard to promoting the participants’ agency and its transformations. In spite of important similarities between the educational practices arranged by these two paradigms, the analysis of their differences points to the paradigmatically opposing views on human development, learning and education. Although both Drama in Education and Dialogic Pedagogy claim to deeply, fully and ontologically engage the learners in the process of education, they do it for different purposes

  20. A Nonviolent Approach to Social Justice Education

    Science.gov (United States)

    Wang, Hongyu

    2013-01-01

    This article advocates a nonviolent approach to social justice education. First, social justice education literature is reviewed, and two contrasting and influential approaches--critical theory and poststructural theory--are the focus of critical analysis. A nonviolent approach is proposed as an alternative. Second, the notion of social justice is…

  1. Performing Arts-Based Education Research: An Epic Drama of Practice, Precursors Problems and Possibilities

    Science.gov (United States)

    Sanders, James H., III

    2006-01-01

    Metaphorically and physically structured as a drama in seven scenes, this article characterizes the contested theories, internal tensions, and conflicts across disciplinary practices of arts-based education research (ABER). The drama contributes to the field of art education by providing an overview of ABER theories and the varied manifestations…

  2. A Televised Entertainment-Education Drama to Promote Positive Discussion about Organ Donation

    Science.gov (United States)

    Khalil, Georges E.; Rintamaki, Lance S.

    2014-01-01

    This article investigates pathways between the exposure to an entertainment-education (E-E) television drama called "Three Rivers" and positive discussion of organ donation among viewers of the drama in the United States. A cross-sectional survey was conducted using an online advertising for a period of one week. Survey participants…

  3. A Televised Entertainment-Education Drama to Promote Positive Discussion about Organ Donation

    Science.gov (United States)

    Khalil, Georges E.; Rintamaki, Lance S.

    2014-01-01

    This article investigates pathways between the exposure to an entertainment-education (E-E) television drama called "Three Rivers" and positive discussion of organ donation among viewers of the drama in the United States. A cross-sectional survey was conducted using an online advertising for a period of one week. Survey participants…

  4. Educating Rita and Her Sisters: Using Drama to Reimagine Femininities in Schools

    Science.gov (United States)

    Hatton, Christine

    2013-01-01

    This article examines drama in relation to girls' education, and considers some of the ways in which drama might be applied in schools to challenge limiting hegemonic narratives about gender and support the emerging understandings and performances of femininities of adolescent girls. It reports on case study research conducted with a Year 9 Drama…

  5. A Comparison of Dorothy Heathcote's Informal Drama Methodology and a Formal Drama Approach in Influencing Self-Esteem of Preadolescents in a Christian Education Program.

    Science.gov (United States)

    Woody, Pamela Diane

    The purposes of this study were to compare the effectiveness of Dorothy Heathcote's informal drama methodology (referred to as ENCOUNTER) with a formal drama approach (PLAYS) in increasing self-esteem of preadolescents in a Christian education program, and to determine if positive correlation existed between self-esteem and intrinsic religious…

  6. THE KING’S CARPET: DRAMA PLAY IN TEACHER EDUCATION

    Directory of Open Access Journals (Sweden)

    Judit Kerekes

    2010-01-01

    Full Text Available Trying to develop new perspectives of teaching is never easy, but trying to cultivate ownership and initiative among teacher education students is a still greater aspiration that is infrequently realized. This article addresses each of these highly valued goals for teacher educators as a case study reveals the impact of involving teacher candidates in interdisciplinary focused, constructivist and reflective models and planning for teaching, and then student teaching, which reaffirms this approach. Most significant is the phenomenon of several teacher candidates continuing their development and study of innovative drama play projects with their classes after the semester finishes. The resulting transformations in professional identity development, self-efficacy and student-teacher relationships confirm the value of the teacher education model which has developed over a decade of practice (Lyublinskaya & Kerekes, 2009.

  7. Wild justice: The dynamics of gender and revenge in early modern English drama

    NARCIS (Netherlands)

    Steenbergh, K.

    2007-01-01

    This dissertation examines the role of the stage in cultural debate about revenge in early modern England. The theme of retribution was hugely popular in early modern drama, at a time when the emerging nation state sought to strengthen its sovereignty by monopolizing the right to punish. The stage's

  8. Educational Justice, Epistemic Justice, and Leveling Down

    Science.gov (United States)

    Kotzee, Ben

    2013-01-01

    Harry Brighouse and Adam Swift argue that education is a positional good; this, they hold, implies that there is a qualified case for leveling down educational provision. In this essay, Ben Kotzee discusses Brighouse and Swift's argument for leveling down. He holds that the argument fails in its own terms and that, in presenting the problem…

  9. Educational Justice, Epistemic Justice, and Leveling Down

    Science.gov (United States)

    Kotzee, Ben

    2013-01-01

    Harry Brighouse and Adam Swift argue that education is a positional good; this, they hold, implies that there is a qualified case for leveling down educational provision. In this essay, Ben Kotzee discusses Brighouse and Swift's argument for leveling down. He holds that the argument fails in its own terms and that, in presenting the problem…

  10. A Drama Textbook with Sociodrama Method: Research and Development in Linguistic Education Study Program in Central Java

    Directory of Open Access Journals (Sweden)

    Evy Tri Widyahening

    2013-05-01

    Full Text Available This research was aimed to determine: (1 the quality of drama textbook which is used in Study Program of Language Education in Private Universities in Central Java; (2 how the development of drama textbook with sociodrama method; (3 the effectiveness of drama textbook with sociodrama method which have been developed by sociodrama.

  11. A Drama Textbook with Sociodrama Method: Research and Development in Linguistic Education Study Program in Central Java

    OpenAIRE

    Evy Tri Widyahening

    2013-01-01

    This research was aimed to determine: (1) the quality of drama textbook which is used in Study Program of Language Education in Private Universities in Central Java; (2) how the development of drama textbook with sociodrama method; (3) the effectiveness of drama textbook with sociodrama method which have been developed by sociodrama.

  12. Formative Justice: The Regulative Principle of Education

    Science.gov (United States)

    McClintock, Robert

    2016-01-01

    Background/Context: Concepts of justice relevant to making personal and public decisions about education. Purpose: To clarify a concept of formative justice that persons and the public often ignore in making decisions about educational effort. Setting: "The windmills of your mind" Research Design: Reflective essay.…

  13. Strategic Activism, Educational Leadership and Social Justice

    Science.gov (United States)

    Ryan, James

    2016-01-01

    This article describes the strategic activism of educational leaders who promote social justice. Given the risks, educational leaders need to be strategic about the ways in which they pursue their activism. Citing current research, this article explores the ways in which leaders strategically pursue their social justice agendas within their own…

  14. Social Justice and Educational Administration: Mutually Exclusive?

    Science.gov (United States)

    Karpinski, Carol F.; Lugg, Catherine A.

    2006-01-01

    Purpose: The purpose of this article is to explore some of the current tensions within educational administration in the USA and conclude with a few cautions for educators who engage in social justice projects. Design/methodology/approach: Using a selective case, this historical essay examines the issues of social justice and equity as they have…

  15. The Effect of Drama Education on Prospective Teachers' Creativity

    Science.gov (United States)

    Ozdemir, Soner Mehmet; Cakmak, Aygen

    2008-01-01

    A number of studies of the effects of drama on individuals' cognitive and affective characteristics have been carried out recently. These studies revealed that drama had positive impact on students' development of communication skills, socialization levels, development of emotional intelligence, social skills, empathic skills and empathic…

  16. Rethinking Discussions of Justice in Educational Research: Formative Justice, Educational Liberalism, and Beyond

    Science.gov (United States)

    Thompson, Winston C.

    2016-01-01

    Background/Context: Educational research tends to borrow accounts of justice from scholarship embedded within the structures and commitments of other disciplines or fields of study. This has created a body of educational research that largely responds to the "justice" goals of those disciplines rather than education qua education.…

  17. A Slovenian Special Education Specialist Popularizes Drama In Education in Chengdu

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    <正>How to let students in their adolescence disclose the pressures they confront? How to make hearing-impaired children better communicate with their family members and pals? Veronika Gaber Korbar, Director of the Taka Tuka Club in Ljubljana of Slovenia, Chengdu’s friendship city, brought a completely new approach to education: Drama In Education (DIE) to the students of Grade 8 of the Department for the Deaf and Hard of Hearing of the Chengdu Special Education School.

  18. Does Social Justice Ground Democracy in Education or Does Democracy Ground Social Justice?

    Science.gov (United States)

    Fraser-Burgess, Sheron

    2013-01-01

    The author examines one particular systematic and normative theorization of social justice in Barry Bull's "Social Justice in Education." Bull embarks on a timely and ambitious theory-to-practice project of grounding an educational theory of social justice in Rawls's seminal, liberal, distributive justice tome. The author…

  19. Desert, Liberalism and Justice in Democratic Education

    Science.gov (United States)

    Jonsson, Olafur Pall

    2012-01-01

    Liberal democratic education, as advocated in recent accounts of citizenship education or civic education, is often seen as incompatible with moral education or character education rooted in specific views regarding the virtues. This contrast relies on well established philosophical differences between liberal views of justice and democracy, on…

  20. Creating Historical Drama.

    Science.gov (United States)

    Cassler, Robert

    1990-01-01

    Describes creating for the National Archives Public Education Department a historical drama, "Second in the Realm," based on the story of the Magna Carta. Demonstrates the effectiveness of historical drama as a teaching tool. Explains the difficulties of writing such dramas and provides guidelines for overcoming these problems. (NL)

  1. Drama/Theatre in Education and Theatre as an Academic Discipline ...

    African Journals Online (AJOL)

    user

    2013-07-07

    Jul 7, 2013 ... Department of Theatre and Media Arts. Federal University,Oye Ekiti, ... meaning and functions of drama as an educational tool. Scholars, ..... field and the core sciences or technology oriented discipline in our society today. .... disciplines such as history, social studies, citizenship education language studies ...

  2. Rural science education as social justice

    Science.gov (United States)

    Eppley, Karen

    2017-03-01

    What part can science education play in the dismantling of obstacles to social justice in rural places? In this Forum contribution, I use "Learning in and about Rural Places: Connections and Tensions Between Students' Everyday Experiences and Environmental Quality Issues in their Community"(Zimmerman and Weible 2016) to explicitly position rural education as a project of social justice that seeks full participatory parity for rural citizens. Fraser's (2009) conceptualization of social justice in rural education requires attention to the just distribution of resources, the recognition of the inherent capacities of rural people, and the right to equal participation in democratic processes that lead to opportunities to make decisions affecting local, regional, and global lives. This Forum piece considers the potential of place-based science education to contribute to this project.

  3. Rural science education as social justice

    Science.gov (United States)

    Eppley, Karen

    2016-12-01

    What part can science education play in the dismantling of obstacles to social justice in rural places? In this Forum contribution, I use "Learning in and about Rural Places: Connections and Tensions Between Students' Everyday Experiences and Environmental Quality Issues in their Community"(Zimmerman and Weible 2016) to explicitly position rural education as a project of social justice that seeks full participatory parity for rural citizens. Fraser's (2009) conceptualization of social justice in rural education requires attention to the just distribution of resources, the recognition of the inherent capacities of rural people, and the right to equal participation in democratic processes that lead to opportunities to make decisions affecting local, regional, and global lives. This Forum piece considers the potential of place-based science education to contribute to this project.

  4. Thirty Years of Music and Drama Education in the Madeira Island: Facing Future Challenges

    Science.gov (United States)

    Mota, Graça; Abreu, Liliana

    2014-01-01

    In this paper we give an overview of relevant findings of a three years long case study that was carried out in the Madeira Island, Portugal. It addresses a thirty years old project in music and drama education in primary schools, which involves all children within the school curriculum, but also in extra-curriculum activities. The study used…

  5. Using Drama Therapy to Explore Religion and Spirituality in Counselor Education

    Science.gov (United States)

    Meyer, Dixie D.

    2012-01-01

    Exploring spirituality and religion continues to be an important component when considering multicultural issues. However, understanding how to incorporate spiritual and religious diversity into counseling courses continues to be a challenge for educators. An exercise using drama therapy was developed to explore religion and spirituality.

  6. Using Drama Therapy to Explore Religion and Spirituality in Counselor Education

    Science.gov (United States)

    Meyer, Dixie D.

    2012-01-01

    Exploring spirituality and religion continues to be an important component when considering multicultural issues. However, understanding how to incorporate spiritual and religious diversity into counseling courses continues to be a challenge for educators. An exercise using drama therapy was developed to explore religion and spirituality.

  7. Beyond Imitation and Representation: Extended Comprehension of Mimesis in Drama Education

    Science.gov (United States)

    Rasmussen, Bjorn

    2008-01-01

    In order to understand the complexity of mimesis and dramatic playing, and to perhaps acknowledge a great variety of play forms and modes in theatre art and drama education, one may look beyond hegemonic and highly restricted understandings of mimesis in arts and society. This article will suggest different models of mimesis that provide possible…

  8. Social Justice and Dispositions for Adult Education

    Science.gov (United States)

    Holst, John D.

    2010-01-01

    The article identifies dispositions from a thematic investigation of the pedagogical practice of Ernesto Che Guevara and various social movements in the United States. The article outlines and places these dispositions within the context of debates over social justice and dispositions for education program accreditation in the United States that…

  9. Is Diversity Necessary for Educational Justice?

    Science.gov (United States)

    New, William S.; Merry, Michael S.

    2014-01-01

    In this article William New and Michael Merry challenge the notion that diversity serves as a good proxy for educational justice. First, they maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, they argue that a disproportionate share of the benefits…

  10. Is diversity necessary for educational justice?

    NARCIS (Netherlands)

    New, W.S.; Merry, M.S.

    2014-01-01

    In this article William New and Michael Merry challenge the notion that diversity serves as a good proxy for educational justice. First, they maintain that the story about how diversity might be accomplished and what it might do for students and society is internally inconsistent. Second, they argue

  11. Educational justice and the gifted

    NARCIS (Netherlands)

    Merry, M.S.

    2008-01-01

    This article examines two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of 'normal' children? I consid

  12. "The Path of Social Justice": A Human Rights History of Social Justice Education

    Science.gov (United States)

    Grant, Carl A.; Gibson, Melissa Leigh

    2013-01-01

    Although not often recognized, social justice education in the U.S. is historically and philosophically tied to the twentieth century's human rights initiatives. The efforts of human rights pioneers, such as those who authored the Universal Declaration of Human Rights, have indelibly shaped social justice efforts, including within education, in…

  13. "The Path of Social Justice": A Human Rights History of Social Justice Education

    Science.gov (United States)

    Grant, Carl A.; Gibson, Melissa Leigh

    2013-01-01

    Although not often recognized, social justice education in the U.S. is historically and philosophically tied to the twentieth century's human rights initiatives. The efforts of human rights pioneers, such as those who authored the Universal Declaration of Human Rights, have indelibly shaped social justice efforts, including within education, in…

  14. Unifying Messy Communities: Learning Social Justice in Educational Leadership Classrooms

    Science.gov (United States)

    Rusch, Edith A.; Horsford, Sonya Douglass

    2008-01-01

    Learning about social justice is far different from engaging in the emotion-laden work of learning social justice. Frequently, instructors of aspiring educational leaders find that when social justice content is introduced, the adult classroom becomes a messy community, filled with untidy and unexamined viewpoints, multiple stereotypes, and…

  15. Growth and Resistance: How Deweyan Pragmatism Reconstructs Social Justice Education

    Science.gov (United States)

    Nelsen, Peter J.

    2016-01-01

    While "Democracy and Education" is often cited within the scholarship on and teaching of social justice education, it and Dewey's work generally remain underutilized. Peter Nelsen argues in this essay that Deweyan pragmatism offers rich resources for social justice education by exploring how Dewey's three-part conception of growth has…

  16. Cultivating Flourishing Lives: A Robust Social Justice Vision of Education

    Science.gov (United States)

    Grant, Carl A.

    2012-01-01

    Presented at AERA 2010 as the Social Justice Award Lecture, this article calls attention to the purposes of education in the 21st century and the need for a robust, social justice vision of education. Here, it is argued that education is about the cultivation of a flourishing life and not only the narrow preparation for employment. To realize…

  17. Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education

    Science.gov (United States)

    Cho, Hyunhee

    2017-01-01

    This article uses well-received contemporary scholarship--works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay--to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that…

  18. Social Justice Educational Leaders and Resistance: Toward a Theory of Social Justice Leadership

    Science.gov (United States)

    Theoharis, George

    2007-01-01

    Purpose: A subgroup of principals--leaders for social justice--guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit marginalized students. The purpose of the article is to develop a theory of this social justice educational leadership. Research Design: This empirical…

  19. Justice-Sensitive Education: The Implications of Transitional Justice Mechanisms for Teaching and Learning

    Science.gov (United States)

    Davies, Lynn

    2017-01-01

    This article introduces the notion of "justice-sensitive education"--derived from the ideals and practices of transitional justice (TJ) in countries emerging from conflict. It describes three mechanisms for this: structural reforms (relating to inequity and division); curriculum change (the treatment of history, human rights and…

  20. Social Justice Educational Leaders and Resistance: Toward a Theory of Social Justice Leadership

    Science.gov (United States)

    Theoharis, George

    2007-01-01

    Purpose: A subgroup of principals--leaders for social justice--guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit marginalized students. The purpose of the article is to develop a theory of this social justice educational leadership. Research Design: This empirical…

  1. Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education

    Science.gov (United States)

    Cremin, Hilary; Sellman, Edward; McCluskey, Gillean

    2012-01-01

    This article takes restorative justice as an example of an initiative that crosses disciplinary boundaries, and that has been usefully applied within educational contexts. Grounded in criminology, restorative justice also has roots in psychology, education, sociology, peace studies, philosophy and law. The article draws on an ESRC funded seminar…

  2. Respect Differences? Challenging the Common Guidelines in Social Justice Education

    Science.gov (United States)

    Sensoy, Özlem; DiAngelo, Robin

    2014-01-01

    In social justice education, it is common to establish guidelines for classroom discussions. We examine the limits of these guidelines in achieving the goals of social justice education, arguing that they are not adequately responsive to power relations. Rather than creating a supportive space for dialogue, these guidelines can actually interfere…

  3. Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education

    Science.gov (United States)

    Cremin, Hilary; Sellman, Edward; McCluskey, Gillean

    2012-01-01

    This article takes restorative justice as an example of an initiative that crosses disciplinary boundaries, and that has been usefully applied within educational contexts. Grounded in criminology, restorative justice also has roots in psychology, education, sociology, peace studies, philosophy and law. The article draws on an ESRC funded seminar…

  4. Shaping Social Justice Leadership: Insights of Women Educators Worldwide

    Science.gov (United States)

    Lyman, Linda L.; Strachan, Jane; Lazaridou, Angeliki

    2012-01-01

    "Shaping Social Justice Leadership: Insights of Women Educators Worldwide" contains evocative portraits of twenty-three women educators and leaders from around the world whose actions are shaping social justice leadership. Woven from words of their own narratives, the women's voices lift off the page into readers' hearts and minds to inspire and…

  5. The "Invisible" Drama/Theatre in Education Curriculum in Kenya

    Science.gov (United States)

    Joseph, Christopher Odhiambo

    2016-01-01

    This vignette presents the state of theatre in Education Kenya. The paper argues that though there are several theatre in education like practices, these have not been entrenched in the school curriculum. Theatre in Education finds expression and manifestations outside the mainstream school curriculum for instance in schools and colleges drama…

  6. Body Language in Drama

    Directory of Open Access Journals (Sweden)

    Nihat ÇALIŞKAN

    2005-12-01

    Full Text Available Drama is an act continuing life-long of a human and is an art of living. Owing to drama a child can gain the apportunity of practising and learning his life in games that he likes most. Today drama is scrutinized in four subtitles as creative, educational, psychodrama and sociodrama. The concepts about drama can be explained as creaticeness, metaksis, interraction, action, activity and empathy.Drama is the explanation of a sense or thought by motion, mimic, gesture and in words. In other words it is the animation of a situation or a subject using body language, reflecting by living, transforming into life.By using the body language consciously and effectively, it has an important function at dramatizing the events, getting students’ attention in education, concretizing abstract expressions, at stres accent and increasing the understandability of messages.Pantomime technic in drama method has a great importance at using the activities and human’s world consciously and animating the expressions and events. Because a teacher’s acting biology is importatnt an educational period.In this study related to drama expression, the importance of creative, educational, psychodrama, sociodrama, body language and pandomime technic in educational period has been tried to explaired.

  7. Drama-based education to motivate participation in substance abuse prevention

    Directory of Open Access Journals (Sweden)

    Cameron Amura

    2007-04-01

    Full Text Available Abstract Background The substance abuse prevention goal of the theatre production "TUNNELS" was to provide community education on substance abuse to an audience in Durham, NC and surrounding communities. The education effort intended to increase awareness and understanding of the risk and protective factors associated with alcohol and other drug use, and to promote pro-active behaviors in substance abuse prevention within the adult community. It was hypothesized that community-based education via drama would change attitudes toward alcohol and substance abuse, and increase participation in family and community activities aimed at substance abuse prevention. Methods A focus group comprised of educators, substance abuse researchers and local substance abuse counselors developed "life stories" of users of alcohol and other drugs and a local playwright incorporated these and other experiences into a series of six vignettes. The production was publicized throughout the Durham area, and 700 adults attending the play signed a consent form and completed the pre-play survey. The participant pool was restricted to those adults who completed both the time-1 and time-2 surveys and resided within Durham and surrounding communities. Paired comparisons of mean responses were analyzed using a paired sample two-tailed t-test. A telephone survey three months after the play assessed attitudes toward substance abuse as a disease, and whether the respondents had increased their participation in prevention activities including discussions of the play with others. Results Viewing the play increased the knowledge base of participants regarding substance abuse as a disease, even though the audience demonstrated an appreciation of risk and protective factors prior to attending the performance. In the pre-play survey, participants indicated a strong opinion that parental involvement in teen life was important, and therefore this was not increased as a result of viewing

  8. The Ethics of Teaching for Social Justice: A Framework for Exploring the Intellectual and Moral Virtues of Social Justice Educators

    Science.gov (United States)

    Taylor, Rebecca M.

    2015-01-01

    Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics. In this paper, I provide additional support to this effort by…

  9. The Ethics of Teaching for Social Justice: A Framework for Exploring the Intellectual and Moral Virtues of Social Justice Educators

    Science.gov (United States)

    Taylor, Rebecca M.

    2015-01-01

    Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics. In this paper, I provide additional support to this effort by…

  10. Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum

    Science.gov (United States)

    Dong, Shengli; Ethridge, Glacia; Rodgers-Bonaccorsy, Roe; Oire, Spalatin N.

    2015-01-01

    Purpose: To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula. Method: The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular.…

  11. Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum

    Science.gov (United States)

    Dong, Shengli; Ethridge, Glacia; Rodgers-Bonaccorsy, Roe; Oire, Spalatin N.

    2015-01-01

    Purpose: To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula. Method: The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular.…

  12. Engaging Public Space: Art Education Pedagogies for Social Justice

    Science.gov (United States)

    Duncum, Paul

    2011-01-01

    Considering social justice to be founded on human rights, which, in turn, are grounded in freedom of thought, expression, and assembly, this essay reviews efforts by art educators to engage with public space as a form of social justice pedagogy. Public space, whether actual or virtual, is understood to be inherently devoted to contestation in the…

  13. New Labour, Social Justice and Disabled Students in Higher Education

    Science.gov (United States)

    Riddell, Sheila; Tinklin, Teresa; Wilson, Alastair

    2005-01-01

    This article draws on findings from an Economic and Social Research Council funded research project entitled "Disabled Students and Multiple Policy Innovations in Higher Education"(R000239069). It begins with a brief review of theories of social justice and their implications for widening access policies for disabled students. Social justice may…

  14. Inclusion in Education: A Step towards Social Justice

    Science.gov (United States)

    Polat, Filiz

    2011-01-01

    This article discusses the theoretical relationships between inclusion in education and social justice. It draws on Martha Nussbaum's use of the capability approach is given as one of the few philosophical and political theories that places disability/impairment in the social justice debate. The article goes on to present findings from the initial…

  15. Arizona Education Tax Credit and Hidden Considerations of Justice

    OpenAIRE

    Michele S. Moses

    2000-01-01

    The current debate over market-based ideas for educational reform is examined, focusing specifically on the recent movement toward education tax credits. Viewing the Arizona education tax credit law as a voucher plan in sheep's clothing, I argue that the concept of justice underlying the law is a crucial issue largely missing from the school choice debate. I question the libertarian conception of justice assumed by voucher and tax credit advocates, and argue instead that a contemporary libera...

  16. Heavy Sexual Content Versus Safer Sex Content: A Content Analysis of the Entertainment Education Drama Shuga.

    Science.gov (United States)

    Booker, Nancy Achieng'; Miller, Ann Neville; Ngure, Peter

    2016-12-01

    Extremely popular with Kenyan youth, the entertainment-education drama Shuga was designed with specific goals of promoting condom use, single versus multiple sexual partners, and destigmatization of HIV. Almost as soon as it aired, however, it generated controversy due to its extensive sexual themes and relatively explicit portrayal of sexual issues. To determine how safer sex, antistigma messages, and overall sexual content were integrated into Shuga, we conducted a content analysis. Results indicated that condom use and HIV destigmatization messages were frequently and clearly communicated. Negative consequences for risky sexual behavior were communicated over the course of the entire series. Messages about multiple concurrent partnerships were not evident. In addition, in terms of scenes per hour of programming, Shuga had 10.3 times the amount of sexual content overall, 8.2 times the amount of sexual talk, 17.8 times the amount of sexual behavior, and 9.4 times the amount of sexual intercourse as found in previous analysis of U.S. entertainment programming. Research is needed to determine how these factors may interact to influence adolescent viewers of entertainment education dramas.

  17. The Effect of Creative Drama on Pre-Service Elementary Teachers' Achievement in Art Education Course and Interest in Art

    Science.gov (United States)

    Oguz, Aysegul; Sahin, Ali E.

    2014-01-01

    The purpose of this study was to determine the impact of the creative drama method on pre-service elementary teachers' achievement in art education courses and interest in art. The study made use of the experimental pattern with pre- and post-test control groups. Data were collected, analyzed, and interpreted according to the mixed method…

  18. Drama Education on the Creative Thinking Skills of 61-72 Months Old Pre-School Children

    Science.gov (United States)

    Yasar, Munevver Can; Aral, Neriman

    2012-01-01

    This study aims to identify six-year-old pre-school children's creative thinking skill levels and to establish whether there is a difference between the creative thinking skills of children who received drama education and those who did not. The population of the study consisted of six-year-old children who were attending pre-school classes of…

  19. Alternative Education and Social Justice: Considering Issues of Affective and Contributive Justice

    Science.gov (United States)

    Mills, Martin; McGregor, Glenda; Baroutsis, Aspa; Te Riele, Kitty; Hayes, Debra

    2016-01-01

    This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser's work to understandings of social justice. It then goes on to argue that her framework…

  20. Leadership Education and Development for Justice Using the Canonical Framework of John Rawls's, "A Theory of Justice"

    Science.gov (United States)

    Kliewer, Brandon; Zacharakis, Jeff

    2015-01-01

    Higher education that presupposes a specific conception of justice does well in preparing students to make claims of justice from specific perspectives or positions. However, civic leadership students with a strong background in specific conceptions of justice are often not equipped with necessary skills, dispositions, and habits to exercise…

  1. Leadership Education and Development for Justice Using the Canonical Framework of John Rawls's, "A Theory of Justice"

    Science.gov (United States)

    Kliewer, Brandon; Zacharakis, Jeff

    2015-01-01

    Higher education that presupposes a specific conception of justice does well in preparing students to make claims of justice from specific perspectives or positions. However, civic leadership students with a strong background in specific conceptions of justice are often not equipped with necessary skills, dispositions, and habits to exercise…

  2. Practices of Compassionate, Critical, Justice-Oriented Teacher Education

    Science.gov (United States)

    Conklin, Hilary G.; Hughes, Hilary E.

    2016-01-01

    In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an…

  3. Social Justice, Disability, and Rehabilitation Education

    Science.gov (United States)

    Kelsey, Daniel; Smart, Julie F.

    2012-01-01

    The academic field and the professional practice of rehabilitation counseling focuses on one aspect of social justice, assisting individuals with disabilities to attain full community inclusion. Nonetheless, social justice focuses on many marginalized groups and in the related fields of counseling and psychology, those with disabilities are rarely…

  4. Religious Education towards Justice: What Kind of Justice Is to Be Taught in a Christian Context?

    Directory of Open Access Journals (Sweden)

    Monika Bobbert

    2017-02-01

    Full Text Available Education is a human right. It prepares human beings for life, helps to develop individual abilities and opens up social opportunities—e.g., earning one’s own living. Religion interprets our human existence in connection to a transcendental dimension. Religion can also influence moral values and behavior. The Christian religion established a basis for social life, and thus deals with religious and moral justice. As the Christian faith is understood as the identity of the qualities of love of God, of your neighbor and even of your enemy, it has to look for justice in the world. Modern Christian ethics does unfold interpersonal and global justice for all people and tries to give good reasons for moral claims. Religious education in a Christian context has to answer the question of what kind of justice is to be taught and by what means justice, as a goal of education, can be reached within such a setting. This article will unfold, from an ethical point of view, what kind of knowledge and competence teachers must have and what kind of goals can be followed with regard to their pupils or students. The results of this reflection imply certain pedagogical methods and means and exclude others—although it is not possible to go more deeply into a pedagogical discussion.

  5. The Preparation of Inclusive Social Justice Education Leaders

    Science.gov (United States)

    Celoria, Davide

    2016-01-01

    This article is intended to spark dialogue and debate related to the preparation of inclusive social justice education leaders in a time of colorblindness. Drawing attention to the reductionist construction of the professional standards for educational leaders when it comes to preparing educational leaders who are ready to address and eliminate…

  6. Politics without "Brainwashing": A Philosophical Defence of Social Justice Education

    Science.gov (United States)

    Bialystok, Lauren

    2014-01-01

    Social justice education (SJE) is a ubiquitous, if inconsistently defined, component of contemporary education theory and practice. Recently, SJE has come under fire for being politically biased and even "brainwashing" children in the public education system. In a liberal democracy such as our own, it is important that state-sponsored…

  7. Educational Inequality and Social Justice: Challenges for Career Guidance

    Science.gov (United States)

    Müller, Walter

    2014-01-01

    The article provides a multiperspective approach to educational careers. It first discusses social justice issues in the distribution of the crucial individual and social good of education. It then summarizes core findings of recent international research on processes and factors generating social disparities in the acquisition of education. Based…

  8. Moving Social Justice: Challenges, Fears and Possibilities in Dance Education

    Science.gov (United States)

    Risner, Doug; Stinson, Susan W.

    2010-01-01

    This essay explores social justice commitments in dance pedagogy and dance education teacher preparation in the USA as developed through a series of conversations between two dance educators and former administrators in higher education. The authors examine the history of multiculturalism, multicultural practices in postsecondary dance, their…

  9. Arizona Education Tax Credit and Hidden Considerations of Justice

    Directory of Open Access Journals (Sweden)

    Michele S. Moses

    2000-08-01

    Full Text Available The current debate over market-based ideas for educational reform is examined, focusing specifically on the recent movement toward education tax credits. Viewing the Arizona education tax credit law as a voucher plan in sheep's clothing, I argue that the concept of justice underlying the law is a crucial issue largely missing from the school choice debate. I question the libertarian conception of justice assumed by voucher and tax credit advocates, and argue instead that a contemporary liberal democratic conception of justice ought to undergird attempts at school reform. A call for educators and policymakers to concentrate energies on efforts to help needy students rather than on efforts to channel tax dollars toward self- interested ends concludes the article.

  10. Social Justice and Education in the Public and Private Spheres

    Science.gov (United States)

    Power, Sally; Taylor, Chris

    2013-01-01

    This paper explores the complex relationship between social justice and education in the public and private spheres. The politics of education is often presented as a battle between left and right, the state and the market. In this representation, the public and the private spheres are neatly aligned on either side of the line of battle, and…

  11. Researching Rural Places: On Social Justice and Rural Education

    Science.gov (United States)

    Roberts, Philip; Green, Bill

    2013-01-01

    This paper explores some of the political and methodological challenges involved in researching rural education. It begins by outlining the situation in Australia regarding the relationship between social justice and rural education. It first describes the disadvantages experienced by many rural communities and presents an analysis of rural…

  12. Educating for Social Justice: Drawing from Catholic Social Teaching

    Science.gov (United States)

    Valadez, James R.; Mirci, Philip S.

    2015-01-01

    This article uses a duoethnographic process to develop a model for socially just education based on social justice theory and Catholic social teaching. Three major issues are addressed, including: (a) the definition of socially just education, (b) explaining a vision for establishing socially just schools, and (c) providing a practical guide for…

  13. Disability in Higher Education: A Social Justice Approach

    Science.gov (United States)

    Evans, Nancy J.; Broido, Ellen M.; Brown, Kirsten R.; Wilke, Autumn K.

    2017-01-01

    "Disability in Higher Education: A Social Justice Approach" examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text…

  14. The Social Justice, Peace, and Environmental Education Standards Project

    Science.gov (United States)

    Andrzejewski, Julie

    2005-01-01

    Inspired by the Alaska Native Knowledge Network's "Standards for Culturally Responsive Schools," members of fourteen social justice, peace, and environmental education (SJPEE) special interest groups (SIGs) from the American Educational Research Association (AERA) and several other prominent organizations have been involved in drafting SJPEE…

  15. Environmental Education for Democracy and Social Justice in Costa Rica

    Science.gov (United States)

    Locke, Steven

    2009-01-01

    This study focused on how democratic values and citizenship education are promoted through environmental education in Costa Rica. Data were collected through the examination of textbook and curriculum guides and interviews with classroom teachers. The qualitative study utilized Bowers' (2001) and Gruenewald's (2003) theories of eco-justice and…

  16. Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

    Science.gov (United States)

    Dimick, Alexandra Schindel

    2012-01-01

    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

  17. Student Empowerment in an Environmental Science Classroom: Toward a Framework for Social Justice Science Education

    Science.gov (United States)

    Dimick, Alexandra Schindel

    2012-01-01

    Social justice education is undertheorized in science education. Given the wide range of goals and purposes proposed within both social justice education and social justice science education scholarship, these fields require reconciliation. In this paper, I suggest a student empowerment framework for conceptualizing teaching and learning social…

  18. Distributive Justice in Education and Conflicting Interests: Not (Remotely) as Bad as You Think

    Science.gov (United States)

    Ben-Shahar, Tammy Harel

    2015-01-01

    The importance of education and its profound effect on people's life make it a central issue in discussions of distributive justice. However, promoting distributive justice in education comes at a price: prioritising the education of some, as is often entailed by the principles of justice, inevitably has negative effects on the education of…

  19. Social Justice and Education as Discursive Initiation

    Science.gov (United States)

    Stojanov, Krassimir

    2016-01-01

    In this essay Krassimir Stojanov attempts first to reconstruct the "heart" of Jürgen Habermas's discourse ethics, namely the so-called "principle of universalization" of ethical norms. This principle grounds Habermas's proceduralist account of social justice via equal access of all concerned to the practices of deliberative…

  20. A Framework for Social Justice in Education

    Science.gov (United States)

    Cazden, Courtney B.

    2012-01-01

    Political philosopher Nancy Fraser has developed a theory of social justice with three dimensions: Redistribution (economic), recognition (cultural), and representation (political). This article first presents Fraser's theory. Then I describe in her terms the successes and challenges encountered in four primary schools in Australia that were…

  1. Thomas Piketty and the Justice of Education

    Science.gov (United States)

    Bøyum, Steinar

    2016-01-01

    Thomas Piketty's "Capital in the Twenty-First Century" is best known for its documentation of increasing social inequality, but it also has a notable normative aspect. Although Piketty is far less clear on the normative level than on the empirical, his view of justice can be summarised as meritocratic luck egalitarianism. This leads him…

  2. Social Justice and Education as Discursive Initiation

    Science.gov (United States)

    Stojanov, Krassimir

    2016-01-01

    In this essay Krassimir Stojanov attempts first to reconstruct the "heart" of Jürgen Habermas's discourse ethics, namely the so-called "principle of universalization" of ethical norms. This principle grounds Habermas's proceduralist account of social justice via equal access of all concerned to the practices of deliberative…

  3. Ethnomathematical research and drama in education techniques: developing a dialogue in a geometry class of 10th grade students

    Directory of Open Access Journals (Sweden)

    Charoula Stathopoulou

    2015-07-01

    Full Text Available Ethnomathematical research, together with digital technologies (WebQuest and Drama-in-Education (DiE techniques, can create a fruitful learning environment in a mathematics classroom—a hybrid/third space—enabling increased student participation and higher levels of cognitive engagement. This article examines how ethnomathematical ideas processed within the experiential environment established by the Drama-in-Education techniques challenged students‘ conceptions of the nature of mathematics, the ways in which students engaged with mathematics learning using mind and body, and the ‗dialogue‘ that was developed between the Discourse situated in a particular practice and the classroom Discourse of mathematics teaching. The analysis focuses on an interdisciplinary project based on an ethnomathematical study of a designing tradition carried out by the researchers themselves, involving a search for informal mathematics and the connections with context and culture; 10th grade students in a public school in Athens were introduced to the mathematics content via an original WebQuest based on this previous ethnomathematical study; Geometry content was further introduced and mediated using the Drama-in-Education (DiE techniques. Students contributed in an unfolding dialogue between formal and informal knowledge, renegotiating both mathematical concepts and their perception of mathematics as a discipline.

  4. Ethnomathematical research and drama in education techniques: developing a dialogue in a geometry class of 10th grade students

    Directory of Open Access Journals (Sweden)

    Charoula Stathopoulou

    2015-01-01

    Full Text Available Ethnomathematical research, together with digital technologies (WebQuest and Drama-in-Education (DiE techniques, can create a fruitful learning environment in a mathematics classroom—a hybrid/third space—enabling increased student participation and higher levels of cognitive engagement. This article examines how ethnomathematical ideas processed within the experiential environment established by the Drama-in-Education techniques challenged students‘ conceptions of the nature of mathematics, the ways in which students engaged with mathematics learning using mind and body, and the ‗dialogue‘ that was developed between the Discourse situated in a particular practice and the classroom Discourse of mathematics teaching. The analysis focuses on an interdisciplinary project based on an ethnomathematical study of a designing tradition carried out by the researchers themselves, involving a search for informal mathematics and the connections with context and culture; 10th grade students in a public school in Athens were introduced to the mathematics content via an original WebQuest based on this previous ethnomathematical study; Geometry content was further introduced and mediated using the Drama-in-Education (DiE techniques. Students contributed in an unfolding dialogue between formal and informal knowledge, renegotiating both mathematical concepts and their perception of mathematics as a discipline.

  5. Betty Reardon's Philosophy of Peace Education and the Centrality of Justice

    Science.gov (United States)

    Ragland, David

    2015-01-01

    There is no clear description of an approach to justice that is related to peace education. Betty Reardon's writing holistically connects peace and justice. While there are various traditions of justice, such as utilitarianism and contractarianism (social contract), the breadth of Reardon's writing suggests that justice, in terms of its…

  6. Betty Reardon's Philosophy of Peace Education and the Centrality of Justice

    Science.gov (United States)

    Ragland, David

    2015-01-01

    There is no clear description of an approach to justice that is related to peace education. Betty Reardon's writing holistically connects peace and justice. While there are various traditions of justice, such as utilitarianism and contractarianism (social contract), the breadth of Reardon's writing suggests that justice, in terms of its…

  7. Using drama for school-based adolescent sexuality education in Zaria, Nigeria.

    Science.gov (United States)

    Kafewo, Samuel Ayedime

    2008-05-01

    This paper describes the use of drama and participatory methods in a girls-only secondary school in Zaria, Nigeria, as a means of sexuality education, carried out by the Nigerian Popular Theatre Alliance and the Second Chance Organization of Nigeria. The issues addressed had to come from the students, to allow them to develop critical thinking and learn useful lessons. The topics that concerned the group of 15 girls who participated from the school included abortion, premarital sex and pregnancy, teacher-student relationships and lesbianism. Participants developed a play about teacher-student relationships and presented it to the whole school. The presentation was stopped several times in order to involve the audience in discussing the choices available to the protagonist and what they would do in her place. This allowed all the students to explore the problem, generate and assess alternative solutions and communicate their learning to others. It also started a process of change in how the school dealt with girls who were forced to drop out due to sexuality-related problems, including pregnancy. Our long-term aim is advocacy to support the introduction of sexuality education as a permanent element in the curriculum throughout the school system.

  8. Reflections in the Classroom: Perspectives on Teaching for Social Justice from Secondary Social Studies Educators

    Science.gov (United States)

    Samuels, Gregory L., Jr.

    2014-01-01

    The purpose of this study was to describe and explain the perspectives of five secondary social studies educators who identified with teaching for social justice. The following research questions guided the study: How do educators who identify with social justice perceive teaching for social justice?; In what ways do educators who identify with…

  9. Critiquing the Role of the Community College in Criminal Justice Education: Curriculum Trends and Analysis.

    Science.gov (United States)

    Meadows, Robert J.

    Based upon a literature review and interviews with selected criminal justice educators, this critique of criminal justice or police education attempts to explore some of the criticisms being leveled against community college criminal justice education and certain issues and trends related to the field that are becoming evident. To place this…

  10. Equity and Social Justice in Teaching and Teacher Education

    Science.gov (United States)

    Kaur, Baljit

    2012-01-01

    This essay presents a review on the theme of equity and social justice in teaching and teacher education based on articles published in TATE since its inception. It is a part of an initiative started by the current editors of TATE to "encourage us all to look backward to deepen our understandings of how earlier research has shaped our current…

  11. Social Justice and Social/Political Education: A Theoretical Exploration.

    Science.gov (United States)

    Cohn, Ted

    1983-01-01

    Social/political education programs need an epistemological underpinning of clearly articulated principles of social justice--e.g., Rawls' two principles. However, such principles require operationalisation. Habermas' extension of Kohlberg's theory of moral development would provide a viable theoretical framework for the development of a…

  12. Social Justice Praxis in Education: Towards Sustainable Management Strategies

    Science.gov (United States)

    van Deventer, Idilette; van der Westhuizen, Philip C.; Potgieter, Ferdinand J.

    2015-01-01

    Social justice, defined as an impetus towards a socially just educational world, is based on the assumption that all people, irrespective of belief or societal position, are entitled to be treated according to the values of human rights, human dignity and equality. Diverging from the classical positivist approach in social science research that…

  13. The effect of restorative juvenile justice on future educational outcomes

    NARCIS (Netherlands)

    I. Rud; C. van Klaveren; W. Groot; H. Maassen van den Brink

    2014-01-01

    In this article, we study the effects of a Dutch restorative justice program for adolescent first-time offenders on early school leaving and years of education attained. Causal statistical estimates are presented using data from a randomized experiment, in which 944 adolescent offenders are randomly

  14. Cosmopolitanism, Global Social Justice and Gender Equality in Education

    Science.gov (United States)

    Unterhalter, Elaine

    2008-01-01

    This article attempts to locate approaches to understanding gender, education and notions of the international within debates on global social justice and cosmopolitanism. It looks at the work of three feminist scholars (Martha Nussbaum, Onora O'Neill and Iris Young) on this theme, draws out some ways in which they engage critiques of…

  15. Promoting Moral Growth through Pluralism and Social Justice Education

    Science.gov (United States)

    Stewart, Dafina Lazarus

    2012-01-01

    Issues of morality, including deciding among competing values and negotiating obligations to self and community, are pervasive and saturate many aspects of life. This article explores the role of educating for pluralism and social justice in promoting moral growth among college students. James Rest's four-component model of moral maturity frames…

  16. Promoting Moral Growth through Pluralism and Social Justice Education

    Science.gov (United States)

    Stewart, Dafina Lazarus

    2012-01-01

    Issues of morality, including deciding among competing values and negotiating obligations to self and community, are pervasive and saturate many aspects of life. This article explores the role of educating for pluralism and social justice in promoting moral growth among college students. James Rest's four-component model of moral maturity frames…

  17. Cosmopolitanism, Global Social Justice and Gender Equality in Education

    Science.gov (United States)

    Unterhalter, Elaine

    2008-01-01

    This article attempts to locate approaches to understanding gender, education and notions of the international within debates on global social justice and cosmopolitanism. It looks at the work of three feminist scholars (Martha Nussbaum, Onora O'Neill and Iris Young) on this theme, draws out some ways in which they engage critiques of…

  18. Drama: Same Difference--Diversity and Mutuality of Process and Practice--National Drama Conference 2011

    Science.gov (United States)

    Gyokery, Lisa; Lam, Van Va; Hida, Norifumi; Kim, Su-yuon; Efthymiou, Antri; Frost, Wendy; Lewis, Janine; Broekman, Kirsten

    2012-01-01

    This article presents reviews of different conferences that focus on drama education. It first presents six perspectives on " Drama: same difference: diversity and mutuality of process and practice--National Drama Conference 2011," held in Swansea University, UK, 11-14 April 2011. Then it presents reviews of "2011 African Theatre…

  19. Drama to Enhance the Speaking Skills of EFL/ESL Learners

    Institute of Scientific and Technical Information of China (English)

    戈国梁

    2014-01-01

    The paper starts with introducing the definition of drama. Then, many drama techniques are introduced. Next, Advan-tages of using drama techniques are discussed. Nonetheless, some problems in using drama in ESL/EFL are pointed out. The pa-per concludes that drama offers a useful educational tool to support communicative language teaching for EFL/ESL learners.

  20. Integrating Social Justice across the Curriculum: The Catholic Mission and Counselor Education

    Science.gov (United States)

    Calley, Nancy G.; Pickover, Sheri; Bennett-Garraway, Jocelyn M.; Hendry, Simon J.; Garraway, Garbette M.

    2011-01-01

    Counselor education and the Catholic faith share an important core value: social justice. As a counselor education program within a Jesuit and Sisters of Mercy institution, the construct of social justice is a unifying value that is rooted in academic preparation and practice. To promote a lifestyle of social justice, the counselor education…

  1. Letty M. Russell: A Feminist Liberation Approach to Educating for Justice

    Science.gov (United States)

    Brady, Judith Ann

    2008-01-01

    This article examines the Rev. Dr. Letty M. Russell's feminist liberation approach to educating for justice by reviewing the major themes in her writings. Educating for justice was rooted in Russell's life and ministry, namely, a sense of God's mission to reconcile and mend the world; partnership as sharing in God's mission to effect justice; and…

  2. Medical education for social justice: Paulo Freire revisited.

    Science.gov (United States)

    DasGupta, Sayantani; Fornari, Alice; Geer, Kamini; Hahn, Louisa; Kumar, Vanita; Lee, Hyun Joon; Rubin, Susan; Gold, Marji

    2006-01-01

    Although social justice is an integral component of medical professionalism, there is little discussion in medical education about how to teach it to future physicians. Using adult learning theory and the work of Brazilian educator Paulo Freire, medical educators can teach a socially-conscious professionalism through educational content and teaching strategies. Such teaching can model non-hierarchical relationships to learners, which can translate to their clinical interactions with patients. Freirian teaching can additionally foster professionalism in both teachers and learners by ensuring that they are involved citizens in their local, national and international communities.

  3. 在儿童戏剧教育中传承与发扬闽南戏剧文化%The Inheritage and Development of Minnan Drama Culture in Children’s Drama Education

    Institute of Scientific and Technical Information of China (English)

    陈世明

    2013-01-01

    Chinese traditional culture is the common ground of dramas in Taiwan and Mainland China .Being the important tie that links Minnan District and Taiwan together ,Minnan drama is of its great value of in-heritage and development .It helps to build up an education system composed by children’s Gaojia drama , children’s Gezai Drama and Puppet Drama .What is being carried on is rather significant in the inheritage of national culture ,in the strengthening of the people’s sense of national identity and national cohesion and in constructing a comprehensive humanity education .The integration of Minnan children’s drama educa-tion helps children to have a rough understanding of Minnan drama culture ,and helps them to appreciate w hat beauty is ;it also integrates various contents from different fields and fosters the development of chil-dren’s emotion ,capability and skill ,and their imagination and creativity as well .In the same time ,the course of drama education is a reference to the inheritage and development for various dramas in China .%中华传统文化是两岸戏剧共同的基础,闽南戏剧又是两岸结缘的重要纽带,因而闽南戏剧自然有着被传承与发展的重要价值。有效地构建儿童高甲戏、儿童歌仔戏、木偶戏等戏剧教育课程体系,对传承民族文化精华、增强民族文化认同感和民族凝聚力,建构一种全面的人文素质教育,起着极其重要的作用。不仅让孩子们了解闽南戏剧文化,满足他们的审美需求,而且能有机地整合各学科领域的教育内容,从不同角度促进儿童情感、态度、能力、知识、技能等方面的发展,使闽南戏剧元素成为培养儿童想象力、创造力,促使儿童生命成长的重要媒介。同时,戏剧教育课程的建立也为我国各种剧种戏剧文化的传承与发展提供了有力的借鉴。

  4. The Growth of Higher Educators for Social Justice: Collaborative Professional Development in Higher Education

    Directory of Open Access Journals (Sweden)

    Molly K. Ness, PhD

    2010-08-01

    Full Text Available In this article, we investigate what happened when, contrary to the typical isolation of faculty in higher education, a group of higher educators from various disciplines in a graduate school of education met regularly to discuss issues related to our teaching and social justice. More specifically, we explored the following research question: How does collaboration among higher educators from various disciplines shape their beliefs and practices of teaching for social justice? Over three years of collaboration and conversation, not only did we expand our own knowledge and understandings of notions of social justice, but we began to take important steps towards increasing our social justice actions in our teaching. This article explores our efforts to create a self-directed professional development group of higher educators and provides suggestions for similarly interested higher educators.

  5. Educational Justice Due to More Education? Requests for a Solution Strategy

    Directory of Open Access Journals (Sweden)

    Bernhard Grümme

    2017-01-01

    Full Text Available Why does education fail to realize educational justice? Why does religious education not play a part in contributing to educational justice to some degree, as it is technically located in the logic of its handed down biblical message? On the one hand, education is socially testified as being at a crucial moment of educational justice, on the other hand, it is not only political and institutional determinants that seem to be opposed to that. In class, there are moments that counteract the abolition of educational injustice. Because of its complexity, confinement of interest and inner differentiation, the pressing problem of injustice in educational processes can only be processed in the complex access at the macro-, meso- and micro-level. The concern of the thoughts at hand is on their interpenetration of analytical, hermeneutical and pragmatical factors and, in that respect, we look to outline the demands on religious educational processes in religious education in schools.

  6. Essential educational achievements as the currency of educational justice

    Directory of Open Access Journals (Sweden)

    Waltenberg Fábio

    2010-08-01

    Full Text Available ¿Cómo puede definirse la justicia en la educación? Hacerlo de una manera rigurosa requiere la elaboración de algunas alternativas metodológicas importantes. Este artículo, se concentra en la más básica de ellas: los logros educativos esenciales (currency of educational justice. Dado que el nivel en el cual la justicia debe ser valorada es una cuestión sin resolver, se exponen brevemente algunos problemas bien conocidos con puntos de vista normativos que adoptan el ámbito de “macrojusticia”, y explican por qué la perspectiva de “mesojusticia” de Amartya Sen es preferible. Después de mencionar algunas objeciones, se defenderá una versión de “educacionismo” (educationism, en el cual la manifestación relevante de la justicia resulta estar asociada a los logros educativos esenciales, un atributo que es simultáneamente un funcionamiento relevante y un determinante posible de capacidades.

  7. Whose Justice Is This! Capitalism, Class and Education Justice and Inclusion in the Nordic Countries: Race, Space and Class History

    Science.gov (United States)

    Beach, Dennis

    2017-01-01

    Based on a meta-ethnographic analysis this article discusses education justice, equity and inclusion in education systems that have often been claimed to be more just, equal, inclusive than most, specifically those of the Nordic countries. It finds these claims to be questionable and describes the education systems as ones that have promised…

  8. Social justice in medical education: strengths and challenges of a student-driven social justice curriculum.

    Science.gov (United States)

    Ambrose, Adrian Jacques H; Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G

    2014-08-01

    In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai'i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service.

  9. Social Justice in Medical Education: Strengths and Challenges of a Student-Driven Social Justice Curriculum

    Science.gov (United States)

    Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G

    2014-01-01

    In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai‘i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service. PMID:25157325

  10. Social Justice and Capacity for Self-Development in Educational Systems in European Union

    Science.gov (United States)

    Huang, Bo-Ruey

    2016-01-01

    This paper explores social justice and equity in educational policies and systems in the European Union, and analyzes the significance within. Equity indicators of the European educational systems, "Equity of the European Educational Systems: A set of indicators" declared in 2006, introduces the debates on educational justice issues on…

  11. "Talking Walls": Presenting a Case for Social Justice Poetry in Literacy Education

    Science.gov (United States)

    Ciardiello, A. Vincent

    2010-01-01

    This paper presents a case for reading and writing social justice poetry in the childhood educational curriculum. Social justice poetry uses verse to protest unfair and unjust living conditions in society. An historical case study shows how social justice poetry was used to combat social injustice in the United States. Specifically, it shows how…

  12. Social Justice in Outdoor Experiential Education: A State of Knowledge Review

    Science.gov (United States)

    Warren, Karen; Roberts, Nina S.; Breunig, Mary; Alvarez, M. Antonio G.

    2014-01-01

    Outdoor experiential education has often been critiqued for its White, male, middle/upper-class, able-bodied history, thereby causing professionals and programs to consider issues of social justice. This state of knowledge paper will review the literature on social and environmental justice, identify gaps in current social justice literature and…

  13. "Frayed All Over:" the Causes and Consequences of Activist Burnout among Social Justice Education Activists

    Science.gov (United States)

    Gorski, Paul C.; Chen, Cher

    2015-01-01

    Despite the growing body of scholarship on burnout among social justice activists who are working on a variety of issues, from labor rights to queer justice, little attention has been paid to burnout among those whose activism focuses on issues of educational justice. To begin to address this omission and understand what supports might help social…

  14. Folk musical dramas portray population issues. Gurgaon.

    Science.gov (United States)

    1994-01-01

    The State Population Education Cell of the State Council of Educational Research and Training (SCERT) is now testing the use of folk musical dramas in promoting population messages. Being the language of the hearts, it is expected that about 50,000 students, teachers and members of the community will be oriented about the problems arising from rapid population growth through folk musical dramas. These musical dramas are innovative vehicles adopted under the Village Adoption and Population Education Laboratory Schools by the SCERT. It follows three phases. The first phase required poet teachers to develop three folk musical dramas on the themes of status of women and gender disparity, importance of small family and population growth and its impact on environment. The second phase saw the staging of these folk musical dramas in two adopted schools. The presentations were video taped and recorded into audio-video cassettes. For the last phase, another workshop will be organized to convene teacher poets to develop more folk musical dramas on the themes of adolescent problem, aging problem, mother and child care, delayed marriage, status of women and population growth and environment. The video cassettes produced previously will be used in the training of teachers, students and heads of schools on the development of folk musical dramas. After editing these dramas, they will be published in the form of booklets to promote wider dissemination to schools, which can stage these ready-made folk musical dramas during school celebrations and during the Population Education Week.

  15. Social Justice Education in an Urban Charter Montessori School

    Directory of Open Access Journals (Sweden)

    Kira Banks

    2016-11-01

    Full Text Available As the Montessori Method continues its expansion in public education, a social justice lens is needed to analyze its contributions and limitations, given the increase in racial and socioeconomic diversity in the United States. Furthermore, much of the work in Social Justice Education (SJE focuses on classroom techniques and curriculum, overlooking the essential work of school administrators and parents, whose work significantly influences the school community. The current study applied an SJE framework to the efforts of one urban, socioeconomically and racially integrated Montessori charter school. We examined the extent to which SJE principles were incorporated across the school community, using an inductive, qualitative, case-study approach that included meetings, surveys, focus groups, and interviews. Administrators quickly adopted a system-wide approach, but parents—often color-blind or minimizing of the relevance of race—consistently resisted. Study results imply a continued need for an institutional approach, not solely a classroom or curricular focus, when integrating social justice into Montessori schools.

  16. Educational Relationships: Rousseau, Wollstonecraft and Social Justice

    Science.gov (United States)

    Griffiths, Morwenna

    2014-01-01

    I consider educational relationships as found in Rousseau's "Émile" (and elsewhere in his writing) and the critique of his views in Wollstonecraft's "A Vindication of the Rights of Women." Wollstonecraft's critique is a significant one, precisely because of her partial agreement with Rousseau. Like Rousseau, her…

  17. Rawls' Theory of Justice and Citizenship Education

    Science.gov (United States)

    Papastephanou, Marianna

    2005-01-01

    Political liberalism purports to be independent from any controversial philosophical presuppositions, and its basic principles and features are often presented as the most accommodating of difference and heterogeneity, so long as the latter is not illiberal, oppressive and fanatic. Educational theory welcomes this assumption and attempts to…

  18. Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes

    Science.gov (United States)

    Lange, Elizabeth; Baillie Abidi, Catherine

    2015-01-01

    This chapter summarizes the key themes across the articles on transnational migration, social inclusion, and adult education, using Nancy Fraser's framework of redistributive, recognitive, and representational justice.

  19. Rethinking Social Justice and Adult Education for Welcoming, Inclusive Communities: Synthesis of Themes

    Science.gov (United States)

    Lange, Elizabeth; Baillie Abidi, Catherine

    2015-01-01

    This chapter summarizes the key themes across the articles on transnational migration, social inclusion, and adult education, using Nancy Fraser's framework of redistributive, recognitive, and representational justice.

  20. The Place of Social Justice in Higher Education and Social Change Discourses

    Science.gov (United States)

    Singh, Mala

    2011-01-01

    A familiar discourse about higher education and social change today relates to higher education's socio-economic role within knowledge societies in a globalizing world. This paper addresses how issues of social justice feature in such discourses; whether social justice in higher education has been appropriated into a neo-liberal strategy for…

  1. Applying the CEE Position Statement "Beliefs about Social Justice in English Education" to Classroom Praxis

    Science.gov (United States)

    Miller, Sj; Williamson, Peter; George, Marshall; King, Jennifer; Charest, Brian; Bieler, Deborah; Bolf-Beliveau, Laura

    2011-01-01

    The 19 individuals who gathered at Elmhurst College in the summer of 2009 to work on moving social justice theory into policy in English education had a singular goal--to codify a working framework for social justice in English education that could disrupt inequitable educational practices and empower all students to reach their potential…

  2. Applying the CEE Position Statement "Beliefs about Social Justice in English Education" to Classroom Praxis

    Science.gov (United States)

    Miller, Sj; Williamson, Peter; George, Marshall; King, Jennifer; Charest, Brian; Bieler, Deborah; Bolf-Beliveau, Laura

    2011-01-01

    The 19 individuals who gathered at Elmhurst College in the summer of 2009 to work on moving social justice theory into policy in English education had a singular goal--to codify a working framework for social justice in English education that could disrupt inequitable educational practices and empower all students to reach their potential…

  3. Pedagogy of Attention: Subverting the Strong Language of Intention in Social Justice Education

    Science.gov (United States)

    Desroches, Sarah J.

    2016-01-01

    In this paper, I explore the possibility of social justice education as pedagogy of "attention" rather than simply pedagogy of "intention." Drawing on Gert Biesta's (2010) concept of "strong" education, I begin by explaining how the language of intention in social justice education relies on a discourse in which…

  4. Using Drama to Promote Argumentation in Science Education. The Case of "Should've"

    Science.gov (United States)

    Archila, Pablo Antonio

    2017-05-01

    The purpose of this study was to use drama as a springboard for promoting argumentation among 91 first-semester undergraduate medical students (56 females and 35 males, 16-30 years old) in Colombia during a complete teaching-learning sequence (TLS) supervised by the same teacher. The drama used was the play Should've, written by Nobel laureate Roald Hoffmann. The data was derived from students' written responses, audio and video recordings, and written field notes. This investigation provides evidence that an approach combining drama and argumentation could increase students' awareness of the relevance of ethics in science as one of the features of science (FOS). The findings show that the play Should've can be useful for promoting students' argumentation and is also appropriate for medical students. Future studies could include other science disciplines (e.g., astronomy, biology, chemistry, earth science, ecology, physics); students of other ages; and other plays and experiments in other parts of the world.

  5. The Growth of Higher Educators for Social Justice: Collaborative Professional Development in Higher Education

    Science.gov (United States)

    Ness, Molly K.; George, Marshall A.; Turner, Kristen Hawley; Bolgatz, Jane

    2010-01-01

    In this article, we investigate what happened when, contrary to the typical isolation of faculty in higher education, a group of higher educators from various disciplines in a graduate school of education met regularly to discuss issues related to our teaching and social justice. More specifically, we explored the following research question: How…

  6. Educational Leadership for Social Justice: Enhancing the Ethical Dimension of Educational Leadership

    Science.gov (United States)

    Everson, Susan Toft; Bussey, Leslie Hazle

    2007-01-01

    Much criticism has been levied in recent years on professional preparation programs in schools of education offering the Doctor of Education (Ed.D.) degree. This paper is about Saint Louis University's (SLU) redesigned doctoral program in education (Ed.D) that includes an emphasis on social justice. The purpose here is to describe how the faculty…

  7. Integrating HIV & AIDS education in pre-service mathematics education for social justice

    Directory of Open Access Journals (Sweden)

    Linda van Laren

    2011-01-01

    Full Text Available Since 1999, many South African education policy documents have mandated integration of HIV & AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV & AIDS education, little of this is translated into action. The impact of HIV & AIDS permeates the social, economic and political arenas in South Africa. Integration of HIV & AIDS education across disciplines can serve as a strategy to further the ideals of social justice. This paper focuses on how integration in the teaching and learning of Mathematics Education provides opportunities to take action for social justice. The inquiry explores the following question: How can the myth that there is 'nothing we can do' about HIV & AIDS, which is linked to social justice issues, be addressed through integration of HIV & AIDS education in Mathematics pre-service teacher education? Drawing on self-study, the work of a Mathematics teacher educator who worked with pre-service teachers to integrate HIV & AIDS education at a higher education institution is described. By considering integration of HIV & AIDS education in Mathematics Education and taking action it is possible to develop strategies which directly relate to social justice.

  8. Meeting the Mentor: The Role of the Teacher-Director in Engineering a Hero's Journey for Participants in an Educational Drama Workshop Series

    Science.gov (United States)

    Van Vuuren, Petro Janse

    2004-01-01

    This paper will make a critical comparison between the stages of the Hero's Journey as presented by Christopher Vogler and the taxonomy of personal engagement as articulated by Educational Drama theorists. Both Vogler's journey and the taxonomy describe how a person travels from one world into another and back again, combining the two results in a…

  9. Corrections and Juvenile Justice: Current Education Practice for Youth with Learning and Other Disabilities. Monograph Series on Education, Disability and Juvenile Justice.

    Science.gov (United States)

    Howell, Kenneth W.; Wolford, Bruce I.

    This monograph, one of a series on youth with disabilities and the juvenile justice system, focuses on the educational services provided to youth with behavioral and cognitive disabilities placed in the juvenile justice system. It reports on a review of correctional system monitoring reports, materials from enforcement actions taken against…

  10. Religion in education in South Africa: was social justice served?

    Directory of Open Access Journals (Sweden)

    Johannes L van der Walt

    2011-01-01

    Full Text Available The promulgation of South African policy regarding the place of religion in public education was delayed until 2003, after a lively debate. The National Policy on Religion in Education effectively banned confessional, sectarian religion frompublic schools, but allowed for the teaching of Religion Studies as an academic subject and for religious observances, on condition that these were offered in a fair and equitable manner. Given the nature of the debate around religion and education in South Africa,¹ it can be asked whether the state has served social justice through thisPolicy. A discussion of human rights, social justice, morality and the role of the state leads to the conclusion that although the state never actually mentioned the philosophical or moral driving forces behind the Policy, it is most likely that it applied tenets of secularism, value-plurality, pragmatic political expediency and modus Vivendi. This was probably the best route for the state to follow considering how, in the past, education suffered from the over-emphasis of divisive factors. Revised policy could arguably take cognisance of how actors on the ground dealt with this conundrum.

  11. Social justice: A qualitative and quantitative study of representations of social justice in children of primary education

    Directory of Open Access Journals (Sweden)

    García Almudena Juanes

    2016-01-01

    Full Text Available In order to study children’s conceptions of primary education about Social Justice, we have applied a questionnaire and an interview, based on dilemmas of different situations on the educative and social context. Participants were 4th and 6th grade primary education students from five schools of the Community of Madrid. We compared the responses of the students by grade, gender and school type (schools promoters of social justice vs. standard schools.The results show differences between grade or gender, in a different way in questionnaire and interview. In further analysis we are try to compare the responses of the students enrolled in schools promoters of social justice with those of students enrolled in standard schools.

  12. A focus on educational choice has social justice consequences

    DEFF Research Database (Denmark)

    Skovhus, Randi Boelskifte

    2016-01-01

    This presentation demonstrates that in Denmark there is considerable focus on educational and career choices during the last year of lower-secondary school, and investigates the possibility of using Amartya Sen?s capability approach as a lens to analyse this focus. It is argued that attention...... to the processes occurring before choices are made is of central importance, as these help to give students a genuine opportunity to choose from a broader range of options. This consideration is important from a social-justice perspective even if students end up choosing what they would have chosen without broader...

  13. Towards New Literacies and Social Justice for Engineering Education

    Directory of Open Access Journals (Sweden)

    Wendy Marie Cumming-Potvin

    2013-05-01

    Full Text Available This paper argues for the need to develop engineering students with high levels of technical competency as well as critical awareness for the realities of working and living ethically in the global community. Drawing on social constructivist principles of learning (Vygotsky, 1978 and a pedagogy of multiliteracies (New London Group, 1996, 2000, the paper explores new approaches for engineering education to meet the challenges embedded in current undergraduate programs and professional accreditation standards. To improve the ability of engineers to contribute to social and environmental justice, there needs to be a rethinking of engineering curriculum and pedagogy to develop engineering literacies that encompass a social and technical focus.

  14. IDEAS--Drama as a Classroom Tool.

    Science.gov (United States)

    Dennett, Lisa

    1996-01-01

    Interactive Drama for Education and Awareness in the Schools (IDEAS) is an artist-in-residency program designed for classroom use by deaf adolescents and their teachers in urban areas. Using dramatic role playing, sign language, and drama-based teaching methods, the program presents content and provokes discussion in three broad categories:…

  15. Nanjing Shaoxing Drama Troupe

    Institute of Scientific and Technical Information of China (English)

    1996-01-01

    THE Nanjing Shaoxing Drama Troupe grew out of the former Shanghai Yunhua Shaoxing Drama Troupe known as one of the ten shining Shaoxing drama troupes. The Shanghai Yunhua Shaoxing Drama Troupe was co-organized by Zhu Shuizhao,the well-known naster performer of Shaoxing drama,Gao Fangchen,a master at playing the role of laosheng,and Xiao Shuizhao,a newly-rising star as female lead.In 1955,after its move to Nanjing the Shanghai Yunhua Shaoxing Drama Troupe changed its name to the Nanjing Experimental Shaoxing Drama

  16. Humanism, Feminism, and Multiculturalism: Essential Elements of Social Justice in Counseling, Education, and Advocacy

    Science.gov (United States)

    Brady-Amoon, Peggy

    2011-01-01

    This article explores the association between and among humanism, feminism, multiculturalism, and social justice in counseling, education, and advocacy. In so doing, it shows how these theoretical forces, individually and collectively, are essential to professional counseling, client welfare, education, and the promotion of social justice. The…

  17. Social Justice Issues and Music Education in the Post 9/11 United States

    Science.gov (United States)

    Wagoner, Cynthia L.

    2015-01-01

    The purpose of this paper is two-fold: first, to examine the impact of historical sociopolitical events on music education, particularly post 9/11 with the intent of establishing a context for social justice issues; and second, how we might examine the broad implications to further music education research focusing on social justice. Issues of…

  18. Education Policy for Social Justice in Cyprus: The Role of Stakeholders' Values

    Science.gov (United States)

    Hajisoteriou, Christina; Angelides, Panayiotis

    2014-01-01

    This article examines (a) the official policy for social justice as developed by the Ministry of Education and Culture and its policy-makers, (b) the ways in which school leaders (head teachers) and school actors (teachers) understand education policy for social justice, and (c) the impact of this process on school leaders' and actors' action or…

  19. Humanism, Feminism, and Multiculturalism: Essential Elements of Social Justice in Counseling, Education, and Advocacy

    Science.gov (United States)

    Brady-Amoon, Peggy

    2011-01-01

    This article explores the association between and among humanism, feminism, multiculturalism, and social justice in counseling, education, and advocacy. In so doing, it shows how these theoretical forces, individually and collectively, are essential to professional counseling, client welfare, education, and the promotion of social justice. The…

  20. Stylistic Features of Drama

    Institute of Scientific and Technical Information of China (English)

    宋亚宁

    2010-01-01

    Drama is an art with a long history.This paper reviews the origin and classification of drama.By analyzing the structure,language and theme of drama,the author summarizes that from the stylistic perspective,drama adopts poetic and rhetoric devices in its language,and its language is character-specific and action-like.Besides,returning to truth and deviation are also typical of drama.

  1. A focus on educational choice has social justice consequences

    DEFF Research Database (Denmark)

    Skovhus, Randi Boelskifte

    2016-01-01

    This article demonstrates that in Denmark there is considerable focus on educational and career choices during the last year of lower-secondary school, and investigates the possibility of using Amartya Sen’s capability approach as a lens to analyse this focus. It is argued that attention to the p......This article demonstrates that in Denmark there is considerable focus on educational and career choices during the last year of lower-secondary school, and investigates the possibility of using Amartya Sen’s capability approach as a lens to analyse this focus. It is argued that attention...... to the processes occurring before choices are made is of central importance, as these help to give students a genuine opportunity to choose from a broader range of options. This consideration is important from a social-justice perspective even if students end up choosing what they would have chosen without broader...

  2. Judgement of the Court of Justice of the EU in respect to the law on excise duty on nuclear fuel. Only the first act of the drama?; EuGH-Urteil zur Kernbrennstoffsteuer. Nur des Dramas 1. Akt

    Energy Technology Data Exchange (ETDEWEB)

    Leidinger, Tobias [Gleiss Lutz Rechtsanwaelte, Duesseldorf (Germany)

    2015-07-15

    The tax levied on nuclear fuel in Germany does not contravene European law. This was the conclusion of the European Court of Justice (ECJ) on 4 June 2015. The German Hamburg Finance Court had doubted whether the country's Nuclear Fuel Tax Act was compatible with European law. In the context of an action lodged by a nuclear power plant operator against this tax, the court had suspended the legal action and submitted various legal questions to the ECJ. The decision now taken by the ECJ is not really surprising considering that in his opinion, in February, the Advocate General had already argued that the tax was compatible. The Federal Constitutional Court must now decide whether the German concept of excise duty is to be interpreted in accordance with the EU directive issued to harmonise these very taxes or whether there is some flexibility allowing a different decision.

  3. An Examination of Black Science Teacher Educators' Experiences with Multicultural Education, Equity, and Social Justice

    Science.gov (United States)

    Atwater, Mary M.; Butler, Malcolm B.; Freeman, Tonjua B.; Carlton Parsons, Eileen R.

    2013-12-01

    Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261-274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737-759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators' teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.

  4. Engaging with issues of emotionality in mathematics teacher education for social justice

    OpenAIRE

    Boylan, M.

    2009-01-01

    This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially-just relationships in mathematics classrooms. Emotionality and social justice in teaching mathematics variously intersect, interrelate or interweave. An intervention, usng creative action methods, with a cohort of prospective teachers...

  5. Beyond cultural competence: critical consciousness, social justice, and multicultural education.

    Science.gov (United States)

    Kumagai, Arno K; Lypson, Monica L

    2009-06-01

    In response to the Liaison Committee on Medical Education mandate that medical education must address both the needs of an increasingly diverse society and disparities in health care, medical schools have implemented a wide variety of programs in cultural competency. The authors critically analyze the concept of cultural competency and propose that multicultural education must go beyond the traditional notions of "competency" (i.e., knowledge, skills, and attitudes). It must involve the fostering of a critical awareness--a critical consciousness--of the self, others, and the world and a commitment to addressing issues of societal relevance in health care. They describe critical consciousness and posit that it is different from, albeit complementary to, critical thinking, and suggest that both are essential in the training of physicians. The authors also propose that the object of knowledge involved in critical consciousness and in learning about areas of medicine with social relevance--multicultural education, professionalism, medical ethics, etc.--is fundamentally different from that acquired in the biomedical sciences. They discuss how aspects of multicultural education are addressed at the University of Michigan Medical School. Central to the fostering of critical consciousness are engaging dialogue in a safe environment, a change in the traditional relationship between teachers and students, faculty development, and critical assessment of individual development and programmatic goals. Such an orientation will lead to the training of physicians equally skilled in the biomedical aspects of medicine and in the role medicine plays in ensuring social justice and meeting human needs.

  6. 以电视剧教学为中心的韩国语教育%On Korean Education Focused on Television Drama Teaching

    Institute of Scientific and Technical Information of China (English)

    潘燕梅

    2012-01-01

      The ultimate goal of the linguistic education is to improve the communication skills of the learners. Therefore, the teaching of the dialogues that occur in scenes of real life is particularly important. The Korean language teaching with television dramas can be used in this respect. The language used in television dramas is characterized by its vividness, liveliness, and strong sense of contemporaneity. In addition, it can also arouse the interests of students and help them further understand the Korean culture. The selection of television dramas that are appropriate to different grades of students is an important step in the Korean language teaching with television dramas. With the help of the situational teaching method, the author has put into practice the Korean language teaching with television dramas.%  语言教育的最终目的是提高学习者的沟通能力,因此实际生活场景中发生的对话教学尤为重要。以电视剧为中心的韩国语教育在一定程度上可以完善这一方面的教学。电视剧语言具有生动、活泼、时代感强的特点,并且能够极大地调动学生的学习兴趣,加深对韩国文化的了解。选择适合不同年级的学生观看的电视剧是以电视剧为中心的韩国语教育的一个重要环节。作者通过运用情景教学法,对以电视剧为中心的韩国语教育进行了具体的实践。

  7. The Role of States in Funding Education to Achieve Social Justice

    Science.gov (United States)

    Vesely, Randall S.; Crampton, Faith E.; Obiakor, Festus E.; Sapp, Marty

    2008-01-01

    This study analyzed the degree to which state education funding systems supported social justice for the 1998-99 school year, where social justice was operationalized using the theory of vertical equity and research-based factors that placed students at risk of academic failure. The results of the study combined content analysis and statistical…

  8. A Grounded Theory of Counselor Educators Integrating Social Justice into Their Pedagogy

    Science.gov (United States)

    Odegard, Melissa A.; Vereen, Linwood G.

    2010-01-01

    The topic of social justice has received considerable attention in the counseling literature; however, little empirical research exists. This grounded theory study examined 4 counselor educators' process of integrating social justice constructs into their pedagogy. Data analysis revealed 4 primary experiences that emerged in the participants'…

  9. Educational justice from the perspective of Kermanshah paramedical students in 2014

    Directory of Open Access Journals (Sweden)

    m jalalvandi

    2016-07-01

    Full Text Available Introduction: Equity in education is meant providing equal educational opportunities for students that often included the equality in professors' behaviors with their students. This form of justice can improve students' performance. So, considering the importance of educational equity and the its special position in medical education, this study was performed to investigate the situation of educational justice from the perspective of paramedical students in Kermanshah Faculty of Paramedical Sciences. Methods: In this analytical cross-sectional study, which was performed by stratified sampling method in 2014, the required information was collected by educational justice questionnaire. The reliability and validity of this questionnaire was confirmed. Then, the data were analyzed using SPSS software (version 21 and Kruskal–Wallis test. Results: The average score of education justice was 53/48 ± 15/24. A significant relationship was found between the average scores of students educational justice with gender and their field of study (P<0.05. Conclusion: The research findings showed that the students' demographic characteristics are the influencing factors on the situation of education justice in Kermanshah Faculty of Paramedical Sciences. Therefore, the need to creating equal opportunities in education in a way that all students have access to the same facilities in the same environment, must be considered through the university and especially the professors.

  10. Love, Justice, and Education: John Dewey and the Utopians. Landscapes of Education

    Science.gov (United States)

    Schubert, William H.

    2010-01-01

    Love, Justice, and Education by William H. Schubert brings to life key ideas in the work of John Dewey and their relevance for the world today. He does this by imagining continuation of a highly evocative article that Dewey published in the New York Times in 1933. Dewey wrote from the posture of having visited Utopia. Schubert begins each of…

  11. Creative Drama as Stimulation Strategy

    Science.gov (United States)

    LaVista, Daniel J.

    1977-01-01

    Defines the concepts of simulation and creative drama within educational contexts and outlines six basic elements common to both concepts. Available from: Children's Theatre Review, American Theatre Association, 1029 Vermont Avenue, N.W. Suite 402, Washington, D.C. 20005. (MH)

  12. Critical Change for the Greater Good: Multicultural Perceptions in Educational Leadership toward Social Justice and Equity

    Science.gov (United States)

    Santamaría, Lorri J.

    2014-01-01

    Background: Educational leadership for social justice and equity is the primary leadership response to inclusive and equitable education. This inquiry builds on multicultural education and educational leadership to explore an alternative approach to mainstream leadership practice. Purpose: To examine ways in which educational leaders of color in…

  13. ESL / EFL / SLE THROUGH DRAMA AS QUALITY-ORIENTED EDUCATION: BRAIN RESEARCH, DRAMATIC METHODS AND LANGUAGE ACQUISITION

    Institute of Scientific and Technical Information of China (English)

    JoyceA.Wilkinson

    2001-01-01

    This paper traces evidence from neurobehavioural researchshowing how language functions occur in the brain and supportthe efficacy of drama as a methodology in all language learning.According to Pribram’s holographic view of the brain, move-ment is integral to the transference of vocabulary from the poste-rior convexity to the frontal cortex where words are transformedinto meaning via pragmatic processing mechanisms and then pro-duced as language in the midbrain motor structure which is alsothe center of emotion. Drama is movement with emotion. Words which become amplified with meaning during the dramat-ic process traverse neuronal pathways from the lexicographic,posterior brain to the right forebrain and converge in vocal ex-pression in the centrencephalic mechanism. Without such move-ment, meaning and output do not occur. Words impregnatedwith meaning in the emotional movement of the dramatic processparallel drama-language movements within the brain so thatlearning becomes deeply embedded, retained and easily recalled.Tested drama methods which reinforce or imprint such intra-brain language functions are briefly reviewed as is selected drama-language research supporting the drama-brain-language concep-tual framework of holistic language learning theory. It is arguedthat learning a second language as well as a first languagethrough drama, the language art form which imbues the narra-tive and language structures of any culture, constitutes qualityeducation.

  14. Using Drama with Children

    Science.gov (United States)

    Zalta, Galina

    2006-01-01

    The article argues for the benefits of drama activities for language learning. The author discusses nine benefits of using drama activities to teach young learners. The author then gives advice on how to use drama in the classroom, including how to choose an appropriate activity, how to start, and how to give feedback. The author presents several…

  15. Contemporary Issues of Social Justice: A Focus on Race and Physical Education in the United States.

    Science.gov (United States)

    Harrison, Louis; Clark, Langston

    2016-09-01

    Ongoing events in the United States show the continual need to address issues of social justice in every social context. Of particular note in this article, the contemporary national focus on race has thrust social justice issues into the forefront of the country's conscious. Although legal segregation has ran its course, schools and many neighborhoods remain, to a large degree, culturally, ethnically, linguistically, economically, and racially segregated and unequal (Orfield & Lee, 2005). Even though an African American president presently occupies the White House, the idea of a postracial America remains an unrealized ideal. Though social justice and racial discussions are firmly entrenched in educational research, investigations that focus on race are scant in physical education literature. Here, we attempt to develop an understanding of social justice in physical education with a focus on racial concerns. We purposely confine the examination to the U.S. context to avoid the dilution of the importance of these issues, while recognizing other international landscapes may differ significantly. To accomplish this goal, we hope to explicate the undergirding theoretical tenants of critical race theory and culturally relevant pedagogy in relation to social justice in physical education. Finally, we make observations of social justice in the physical education and physical education teacher education realms to address and illuminate areas of concern.

  16. Social Justice, Education and School Social Work in Turkey

    Science.gov (United States)

    Nadir, Ural; Aktan, Mehmet Can

    2015-01-01

    This study focuses on welfare state, social justice and school social work interaction. In this paper, these three concepts' reflections in Turkey were mentioned. Researchers aimed to discuss how school social work (which is brought to the agenda recently) is important in the provision of social justice in Turkish public service delivery. [For the…

  17. Social Justice and the Future of Higher Education Kinesiology

    Science.gov (United States)

    Culp, Brian

    2016-01-01

    This article presents a rationale for the infusion of social justice into kinesiology programs for the purpose of reducing inequities in society. Specifically, the current climate for social justice is considered and discussed using examples from an university-inspired service-learning initiative, law, and politics. Of note are the following areas…

  18. Social Justice and the Future of Higher Education Kinesiology

    Science.gov (United States)

    Culp, Brian

    2016-01-01

    This article presents a rationale for the infusion of social justice into kinesiology programs for the purpose of reducing inequities in society. Specifically, the current climate for social justice is considered and discussed using examples from an university-inspired service-learning initiative, law, and politics. Of note are the following areas…

  19. A critique on the role of social justice perspectives in mathematics education

    DEFF Research Database (Denmark)

    Dahl, Bettina

    2008-01-01

    This review of the monograph, International Perspectives on Social Justice in Mathematics Education, is not a chapter-by-chapter summary of each of the 14 chapters per se, but rather, revolves around three overarching themes.......This review of the monograph, International Perspectives on Social Justice in Mathematics Education, is not a chapter-by-chapter summary of each of the 14 chapters per se, but rather, revolves around three overarching themes....

  20. Becoming a Social Justice Educator: Emerging from the Pits of Whiteness into the Light of Love. A Response to "Respect Differences? Challenging the Common Guidelines in Social Justice Education"

    Science.gov (United States)

    Fujiyoshi, Kay F.

    2015-01-01

    This paper addresses the limitations of social justice in institutional spaces and in rhetoric. I write in the form of a quest narrative to describe the lessons I learned from a brief sojourn in a temporary position in an urban teacher education program with a social justice focus and at a nonprofit organization with other social justice workers.…

  1. Space, Place, and Social Justice: Developing a Rhythmanalysis of Education in South Africa

    Science.gov (United States)

    Christie, Pam

    2013-01-01

    This article develops a methodological approach based on the spatial theory of Henri Lefebvre to address relationships between space, place, and social justice in education. In understanding the contradictory effects of globalization on local education policies and the continuing effects of historical geographies in education, Lefebvre's…

  2. Toward a Globally Sensitive Definition of Inclusive Education Based in Social Justice

    Science.gov (United States)

    Shyman, Eric

    2015-01-01

    While many policies, pieces of legislation and educational discourse focus on the concept of inclusion, or inclusive education, the field of education as a whole lacks a clear, precise and comprehensive definition that is both globally sensitive and based in social justice. Even international efforts including the UN Convention on the Rights of…

  3. Between Inclusion and Fairness: Social Justice Perspective to Participation in Adult Education

    Science.gov (United States)

    Boyadjieva, Pepka; Ilieva-Trichkova, Petya

    2017-01-01

    The article claims that equity is an indispensable dimension of the widening of access to adult education. Building on the understanding of social justice in adult education as a complex phenomenon, two indicators are developed: an index of inclusion and an index of fairness in participation in adult education. The article analyses social justice…

  4. Poltergeist, Problem or Possibility? Curriculum Drama in the Republic of Ireland

    Science.gov (United States)

    Finneran, Michael

    2016-01-01

    Drama in Irish education is an enigmatic proposition, more observable in its absence than in its presence. This is at odds with the prominent status drama and theatre occupy in Irish society and cultural life. This article positions drama within the curriculums of the formal education system, contextualises the historical place and contemporary…

  5. Sowing the seeds of change: social justice as praxis in undergraduate nursing education.

    Science.gov (United States)

    Mohammed, Selina A; Cooke, Cheryl L; Ezeonwu, Mabel; Stevens, Christine A

    2014-09-01

    In undergraduate nursing curricula, the rhetoric of social justice has held more prominence than its operationalization. Although undergraduate education is a prime vehicle for fostering social change, articles that describe social justice as praxis in baccalaureate nursing curricula are relatively uncommon. Addressing this gap, we explain how four RN-to-BSN courses use social justice as a framework for instruction. The first two courses generate emancipatory knowledge and advocacy ideas among students by underscoring how privilege and oppression operate in society, as well as in the production of health inequities. The final two courses demonstrate how partnerships with communities can enhance student knowledge regarding structural barriers to health and health care and lead to actions that target those issues. Despite challenges that exist when implementing curricula on amending health inequities, nurse educators are urged to press onward in planting the seeds of social justice in their classrooms; suggestions are made for accomplishing this goal.

  6. Bringing distinctive TV drama?

    DEFF Research Database (Denmark)

    Jensen, Pia Majbritt; Raats, Tim

    roles of PSB. (2) Comparing public service media strategies for TV drama financing and distribution in two markets: the Flemish (i.e. Dutch-speaking part of Belgium) and the Danish market. Both cases are characterized by huge popularity of domestic tv drama and both markets are non......-Anglophone with a limited market size and hence, theoretically, limited capacity for production and export. Both cases furthermore show a crucial role of the public broadcasters as part of developing and sustaining tv drama in those markets. However, the underlying policy impetus reflect clearly different views on TV drama...... strategies, with policymakers employing TV drama in Flanders as a driver for a ‘healthy’ independent production sector (especially in VRT’s most recent management contract) and DR drama clearly driven by distinct public service characteristics. Having the said that, the latter case in recently proved its...

  7. Initial Teacher Education for Social Justice and Teaching Work in Urban Schools: An (Im)pertinent Reflection

    Science.gov (United States)

    Pereira, Fátima

    2013-01-01

    This paper presents conceptions and reflections on initial teacher education for social justice based on a study that sought to identify the discourses produced in the initial education of teachers of the first and second cycles of basic education on the concept of social justice and to understand the effects of those discourses on the educational…

  8. Tv-drama

    DEFF Research Database (Denmark)

    Agger, Gunhild

    2006-01-01

    Dansk tv-dramas historie fra det teaterbaserede fjernsynsspil i 1951 til det serielle og genreorienterede tv-drama i dag - på grundlag af en overordnet periodisering. Redegørelse for funktioneri de forskellige faser. Karakteristik af vigtigste produktioner og tendenser.......Dansk tv-dramas historie fra det teaterbaserede fjernsynsspil i 1951 til det serielle og genreorienterede tv-drama i dag - på grundlag af en overordnet periodisering. Redegørelse for funktioneri de forskellige faser. Karakteristik af vigtigste produktioner og tendenser....

  9. Tv-drama

    DEFF Research Database (Denmark)

    Agger, Gunhild

    2006-01-01

    Dansk tv-dramas historie fra det teaterbaserede fjernsynsspil i 1951 til det serielle og genreorienterede tv-drama i dag - på grundlag af en overordnet periodisering. Redegørelse for funktioneri de forskellige faser. Karakteristik af vigtigste produktioner og tendenser.......Dansk tv-dramas historie fra det teaterbaserede fjernsynsspil i 1951 til det serielle og genreorienterede tv-drama i dag - på grundlag af en overordnet periodisering. Redegørelse for funktioneri de forskellige faser. Karakteristik af vigtigste produktioner og tendenser....

  10. Towards a "Global Educational Justice" Research Paradigm: Cognitive Justice, Decolonizing Methodologies and Critical Pedagogy

    Science.gov (United States)

    Chan-Tiberghien, Jennifer

    2004-01-01

    This article challenges three predominant narratives on educational globalization--"educational restructuring," "educational institutionalism," and "educational multilateralism"--and shows how they have largely failed to propose alternatives to the neoliberal order. I connect two disparate literatures--on educational globalization and…

  11. New Love, Long Love: Keeping Social Justice and Ethnography of Education in Mind

    Science.gov (United States)

    Heath, Shirley Brice

    2011-01-01

    Heath takes readers back to Hymes's years as Dean of the University of Pennsylvania Graduate School of Education. She recalls, in particular, his relentless passion for introducing public school administrators to ethnography's potential for seeing what could be done to increase equity and social justice within public education. She contrasts this…

  12. Social Justice in Chinese Higher Education: Regional Issues of Equity and Access

    Science.gov (United States)

    Jacob, W. James

    2006-01-01

    A topic of growing concern in Chinese higher education to policy-makers, scholars, and future student applicants is social justice. With the trend toward increasing enrollments in China's higher-education institutions, issues of equity and access have begun to surface, especially as they relate to China's minority population of over 100 million…

  13. Rethinking Multicultural Education for the Next Generation: The New Empathy and Social Justice

    Science.gov (United States)

    Dolby, Nadine

    2012-01-01

    "Rethinking Multicultural Education for the Next Generation" builds on the legacy of social justice multicultural education, while recognizing the considerable challenges of reaching today's college students. By drawing on breakthrough research in two fields--neuroscience and animal studies--Nadine Dolby argues that empathy is an underlying…

  14. The Literature of Higher Education in Criminology and Criminal Justice: An Annotated Bibliography.

    Science.gov (United States)

    Johnson, Carolyn

    Included in this bibliography of about 500 items on criminology/criminal justice higher education is information on programs, services, and the issues that must be considered in the quest for quality education. Journal articles, essays, books, chapters, government publications, catalogs and conference proceedings from the 1950s, 1960s and 1970s…

  15. Applying Threshold Concepts Theory to an Unsettled Field: An Exploratory Study in Criminal Justice Education

    Science.gov (United States)

    Wimshurst, Kerry

    2011-01-01

    Criminal justice education is a relatively new program in higher education in many countries, and its curriculum and parameters remain unsettled. An exploratory study investigated whether threshold concepts theory provided a useful lens by which to explore student understandings of this multidisciplinary field. Eight high-performing final-year…

  16. Promoting the Social Justice Orientation of Students: The Role of the Educator

    Science.gov (United States)

    Funge, Simon P.

    2011-01-01

    Thirteen social work educators were interviewed regarding their responsibility to fulfill the CSWE educational standard related to integrating content that prepares students to promote social justice in their practice. Findings revealed differing understandings about this responsibility as well as factors in the institution that were reported to…

  17. Applying Threshold Concepts Theory to an Unsettled Field: An Exploratory Study in Criminal Justice Education

    Science.gov (United States)

    Wimshurst, Kerry

    2011-01-01

    Criminal justice education is a relatively new program in higher education in many countries, and its curriculum and parameters remain unsettled. An exploratory study investigated whether threshold concepts theory provided a useful lens by which to explore student understandings of this multidisciplinary field. Eight high-performing final-year…

  18. Social Justice and Critical Peace Education: Common Ideals Guiding Student Teacher Transformation

    Science.gov (United States)

    Christopher, Doris H.; Taylor, Marilyn J.

    2011-01-01

    The primary objective of this paper is to report on two teacher educators' development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers' work during student teachers' first full-time experience of teaching in diverse schools in a major city in the…

  19. Teachers' Views on an ICT Reform in Education for Social Justice

    Science.gov (United States)

    Tarman, Bülent; Baytak, Ahmet; Duman, Harun

    2015-01-01

    FATIH project (Movement of Enhancing Opportunities and Improving Technology) is an information and communication technologies (ICT) project to promote social justice for all schools in Turkey. The educational movements and reforms in Turkish Educational System (TES) are not new but this project has a purpose to integrate the newest technologies…

  20. Towards a Capability-Based Theory of Social Justice for Education Policy-Making

    Science.gov (United States)

    Walker, Melanie

    2006-01-01

    Increasingly there is interest in development studies and specifically in the field of education in taking up Amartya Sen's capability approach as a framework for theorizing, implementing and evaluating education policy as a matter of social justice. This paper sets out to contribute to the emerging debate and to show how the capability approach…

  1. Special Education Advocacy in the Juvenile Justice System: Perspectives from Probation Officers

    Science.gov (United States)

    Burke, Meghan M.; Dalmage, Heather

    2016-01-01

    Although students with disabilities are over-represented in the juvenile justice system and frequently receive poor educational services, few studies have examined strategies to increase compliance with student needs and individualized education programs. In this study, we conducted interviews with eight probation officers in the Advocacy Unit of…

  2. Performance and palliative care: a drama module for medical students.

    Science.gov (United States)

    Jeffrey, Ewan James; Goddard, Jen; Jeffrey, David

    2012-12-01

    This paper describes an innovative 2 weeks module for medical students facilitated by drama educators and a palliative medicine doctor. The module incorporates drama, end-of-life care, teamwork and reflective practice. The module contents, practical aspects of drama teaching and learning outcomes are discussed. Various themes emerged from a study of Harold Pinter's play, The Caretaker, which were relevant to clinical practice: silence, power, communication, uncertainty and unanswered questions. Drama teaching may be one way of enhancing students' confidence, increasing self- awareness, developing ethical thinking and fostering teamworking.

  3. An Examination of Black Science Teacher Educators' Experiences with Multicultural Education, Equity, and Social Justice

    Science.gov (United States)

    Atwater, Mary M.; Butler, Malcolm B.; Freeman, Tonjua B.; Carlton Parsons, Eileen R.

    2013-01-01

    Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in "Cultural Dialogues in Cultural Studies." Routledge, New York, pp 261-274, 1996; Wallace 1994). Zeichner ("Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education." Lawrence Erlbaum…

  4. Service-learning in nursing education: its impact on leadership and social justice.

    Science.gov (United States)

    Groh, Carla J; Stallwood, Lynda G; Daniels, John J

    2011-01-01

    Although studies suggest that service-learning is positive for students, findings reported are primarily qualitative. A convenience sample of 306 senior-level nursing students completed the Service-Learning Self-Evaluation Tool (SLSET) pre- and post-service-learning experience over a six-year span. The constructs measured were leadership skills and social justice. Paired t-tests were calculated. Statistically significant differences were noted between pre- and post-service-learning experience, with students rating themselves higher on leadership and social justice items after the experience. Cronbach's alpha for leadership and social justice were greater than 0.80. Service-learning as an educational methodology that combines community service with academic learning objectives is a viable strategy for facilitating leadership skills and increased awareness of social justice issues in nursing students.

  5. Data-Driven Performativity: Neoliberalism's Impact on Drama Education in Western Australian Secondary Schools

    Science.gov (United States)

    Lambert, Kirsten; Wright, Peter R.; Currie, Jan; Pascoe, Robin

    2015-01-01

    In recent years, the much touted "difficult economic times" has resulted in a drastic reduction in arts and education funding in western capitalist nations (Fowles 2014; Henwood and Featherstone 2013; Murray and Erridge 2012; Smith 2013). Combined with this "age of austerity," schools have been subjected to decades of…

  6. Social Justice and Rural Education in South Africa

    Science.gov (United States)

    Hlalele, Dipane

    2012-01-01

    Social justice is undeniably grounded in efforts at circumventing provisions that seek to uphold ostracism and exclusionary practices which have permeated South Africa and many other societies worldwide for extensive periods of time. Vast incongruities and/or inequalities between better resourced urban communities and neglected rural areas impinge…

  7. Mobilizing the Eastside of Los Angeles for Educational Justice

    Science.gov (United States)

    Perez, Henry M.; Madera, Perla

    2015-01-01

    This article describes a ten-year effort led by youth, community organizers, and a range of partners that resulted in two new, successful high schools and showed the power of grassroots mobilization for social justice. Since opening in 2009 and 2010 respectively, Felicitas and Gonzalo Mendez High School for College and Career Preparation and…

  8. Social Justice and Spirituality: Educating for a Complicated Workplace

    Science.gov (United States)

    English, Leona M.; Cameron, Paula

    2016-01-01

    This chapter proposes a spiritually relevant and social justice pedagogy that assists learners in making the transition to the workplace. Key elements of this spirituality include religion, cultural diversity, identity, health, and social class. Pedagogical strategies for infusing this spirituality in the curriculum are given.

  9. Social Justice Education, Moral Agency, and the Subject of Resistance

    Science.gov (United States)

    Applebaum, Barbara

    2004-01-01

    This paper explores the concept of white complicity and provides illustrations of how traditional conceptions of moral agency support the denial of such complicity. Judith Butler's conception of subjectivity is then examined with the aim of assessing its usefulness as a foundation for social justice pedagogy. Butler's conception of subjectivity is…

  10. Distributive Justice in Higher Education: Perceptions of Administrators

    Science.gov (United States)

    Fitzgerald, Shawn M.; Mahony, Daniel; Crawford, Fashaad; Hnat, Hope Bradley

    2014-01-01

    For the study we report here we used the theoretical framework of organizational justice to examine academic administrator's perceptions of resource distribution decisions. We asked deans, school directors, and department chairs in one midwestern state about their perceptions of the fairness and likelihood of use of various distribution principles…

  11. Currents in Contemporary Drama.

    Science.gov (United States)

    Cohn, Ruby

    Several of the important themes of post-World War II English, French, and German drama are analyzed in this book. The first chapter briefly examines the major contemporary playwrights in each national literature. Subsequent chapters discuss contemporary drama as an expression of Artaud's "theatre of cruelty," its relationship to the changing…

  12. Drama in Your Classroom.

    Science.gov (United States)

    Tiedt, Iris M., Ed.

    This publication contains articles offering new perceptions of creative drama in the elementary school basic English program. Creative dramatics is viewed as the core of a child's imagining, improvising, and languaging processes. Articles included are "Drama in the Classroom" by Sister Marie P. Hardy; "The Ray Bradbury Dramatic Workshop" by Dan…

  13. Drama 105, 205, 305.

    Science.gov (United States)

    Manitoba Dept. of Education and Training, Winnipeg.

    This 3-year drama curriculum is designed to promote awareness, foster development, and encourage the use of imagination, creativity, co-operation, self-discipline, analysis and synthesis, self-expression, self-confidence, responsibility, communication, and cultural heritage. The curriculum is organized around a set of drama elements which are…

  14. Transnational European Television Drama

    DEFF Research Database (Denmark)

    Bondebjerg, Ib; Astrupgaard, Cecilie; Helles, Rasmus

    This book deals with the role of television drama in Europe as enabler of transnational, cultural encounters for audiences and the creative community. It demonstrates that the diversity of national cultures is a challenge for European TV drama but also a potential richness and source of creative...

  15. Transforming Subject Knowledge: Drama Student-Teachers and the Pursuit of Pedagogical Content Knowledge

    Science.gov (United States)

    Pitfield, Maggie

    2012-01-01

    For many prospective teachers of drama, passion for their subject is a highly motivating force. In this paper I seek to shed light on the process by which personal constructs of drama as a subject are transformed during a period of teacher education, and answer key questions about the ways in which drama student-teachers develop their pedagogical…

  16. Manpower and Education for Criminal Justice in Florida: Assessment and Projected Needs of the System. Final Report.

    Science.gov (United States)

    State Univ. System of Florida, Tallahassee.

    This document provides an overview of manpower and needs for criminal justice education in Florida. Following introductory material, Part II presents the current status of criminal justice manpower in the state in terms of quantity, type and educational attainment. This section profiles the personnel of the three major systems--police services,…

  17. Empowering Students to Handle Conflicts through the Use of Drama

    Science.gov (United States)

    Malm, Birgitte; Lofgren, Horst

    2007-01-01

    DRACON (DRAma for CONflict management) is an interdisciplinary and comparative action research project aimed at improving conflict handling among adolescent schoolchildren through the use of educational drama. The main purpose of our research has been to develop an integrated programme using conflict management as the theory and practice, and…

  18. Liverpudlian social class in modern drama : a study of Educating Rita (1980) and Paradise Bound (2006)

    OpenAIRE

    Fetula, Heidi

    2010-01-01

    Tutkielmassa tarkastellaan kahta näytelmää, jotka ovat Willy Russellin Educating Rita (1980) sekä Jonathan Larkinin Paradise Bound (2006). Molemmat ovat liverpoolilaisia ja kuvaavat paikallisen työväenluokan elämää eri näkökulmista. Tavoitteena oli selvittää, millaista työväenluokan kieli on näytelmissä: Vastaako se todellista työväenluokan kieltä? Onko kielessä eroja näytelmien välillä? Vastauksia haettiin niin yhteiskuntatieteellsen luokka-anal...

  19. Process Drama Explorations to Support "Macbeth."

    Science.gov (United States)

    Anderson, Jared; Barrera, Gregory; Benedict, Julie; Cavanaugh, Michael; Christensen, Jessica; Clark, Susannah; Dallimore, Natalie; Drown, Danielle; Fink, Susan; Hansen, Josh; Haubner, Ashley; Hinsdale, Robin; Johnson, Tyler; King, JuLee; Maufort, Brenda; Neubauer, Laura; Popple, Jennifer; Praggastis, Cate; Price, Matt; Raber, Lloyd; Rowland, Tiffany; Strite-Hatch, Amy; Torson, Christine; Tuckness, Tara

    2003-01-01

    Explains that each year, theatre education majors at the University of Utah select a production that will be mounted by a professional theatre company on the campus. Explains that the theatre education majors complete extensive dramaturgical research for the production, and create a process drama pre-show piece that is presented to over 1500 K-12…

  20. A Study on the Role of Drama in Learning Mathematics

    Directory of Open Access Journals (Sweden)

    Elahe Masoum

    2013-08-01

    Full Text Available Present educational systems needs modern strategies for teaching and learning. Mathematics education has to change for students in elementary schools. One of the modern strategies, it is drama activities. The drama is as empirical aspect of learning. The student may learn from what they are doing in drama. They are so active instead having a passive shape in drama, in fact, students are learning, finding experiences and new paths from drama as well. The students could find its capabilities, recommendations and strength-weakness points through the different drama. This study is looking to investigate the role of drama so that have a better understanding of mathematical concepts in Zahedan's girly elementary students (2011-12. This research is used on 36 three grade students through quasi-experiment method. The emerging results clearly showed that using drama in mathematics education has been better results against the traditional teaching. Then it seems that cited method is suitable for elementary students to learn mathematical concepts.

  1. Engaging in Drama: Using Arts-Based Research to Explore a Social Justice Project in Teacher Education

    Science.gov (United States)

    Belliveau, George

    2006-01-01

    This arts-based research invites the reader to consider the complex learning that emerged when a group of pre-service teachers collectively developed a play about anti-bullying as part of a teaching practicum. To capture the learning that emerged during the collective writing and rehearsing, the author engages in an artistic process by writing the…

  2. PHYSICAL DISABILITY AND DRAMA ACTIVITY

    Directory of Open Access Journals (Sweden)

    Suzana KRAJNC JOLDIKJ

    2008-06-01

    Full Text Available Drama activity presents a great challenge for ado­lescents with physical disabilities, and at the same time it provides them with much experience for life.Adolescents are educated through theatrical activ­ity; they test numerous new roles, develop their attitude towards the art culture, and most of all they get the insight into different life situations, which have not been known to many of them so far. By experiencing different roles, an adolescent gets personal recognition, undergoes a process of personal changing and thus tests his or her per­sonal perceptions of life.As regards drama activity we follow the presump­tion saying that being different is also an advan­tage.The main purpose of the drama activity is gradu­ally realized through the programme: getting to know yourself and the theatre medium in general. Adolescents meet the multilayered communication and public appearance, which helps them in their personal life.

  3. Addressing Dilemmas of Social Justice Mathematics Instruction through Collaboration of Students, Educators, and Researchers

    Science.gov (United States)

    Kokka, Kari

    2015-01-01

    Social justice mathematics educators explicitly aim to develop students' sociopolitical consciousness in addition to teaching mathematics content (Gutiérrez 2013; Gutstein 2006). Sociopolitical consciousness refers to Paulo Freire's (1970) concept of "conscientização," or learning to perceive social, political, and economic…

  4. A Comparative Analysis of Service Learning in Social Work and Criminal Justice Education

    Science.gov (United States)

    Madden, Elissa E.; Davis, Jaya; Cronley, Courtney

    2014-01-01

    The current study sought input from a national sample of social work (SW) and criminal justice (CJ) educators ("N" = 276) to explore characteristics of those who use service learning in the two disciplines, differences in the conceptions of and beliefs about service learning, and distinctions in how it is used and implemented. This study…

  5. Making Sense of Social Justice in Education: Jewish and Arab Leaders' Perspectives in Israel

    Science.gov (United States)

    Arar, Khalid Husny; Oplatka, Izhar

    2016-01-01

    The research aimed to understand the way in which high school principals' perceptions of social justice (SJ) are implemented in their daily educational work. A qualitative study employed in-depth semi-structured interviews to collect the narratives of two high school principals in Israel--one Arab-Muslim and one Jewish. The interview transcripts…

  6. Social Justice and Technocracy: Tracing the Narratives of Inclusive Education in the USA

    Science.gov (United States)

    Danforth, Scot

    2016-01-01

    Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately 50%. This gradual but steady policy shift has been driven by two distinct narratives of organisational change. The social justice narrative espouses principles of equality and…

  7. Social Justice and the Study and Practice of Leadership in Education: A Feminist History

    Science.gov (United States)

    Blackmore, Jill

    2006-01-01

    This historical sociology deconstructs the interrelationship between the theory and practice of the troublesome notions of leadership, social justice and feminism. First, it tracks marginalised groups' relationship to the field of educational administration and their claims upon the state. Mainstream approaches have been informed by theories,…

  8. Academic Disciplines and Debates: An Essay on Criminal Justice and Criminology as Professions in Higher Education.

    Science.gov (United States)

    Morn, Frank T.

    Current developments concerning criminology and criminal justice education are viewed historically and placed within a broader perspective of academic professionalization, and a few of the debates going on within and between the two fields are considered. Some early sociologists made considerable claim to studies of crime, and criminology and…

  9. Educational Administrators' Conceptions of Whiteness, Anti-Racism and Social Justice

    Science.gov (United States)

    McMahon, Brenda

    2007-01-01

    Purpose: The purpose of this study is to examine the intersections of whiteness, anti-racism and social justice in educational administration. It is an attempt to understand how white administrators who work in racially minoritized school communities reconcile the moral challenges of articulations of racial equity with the hierarchical…

  10. Sharing Space with the Other to Discuss Mathematics Education and Social Justice

    Science.gov (United States)

    Chorney, Sean; Noble, Tanya; Ruttenberg-Rozen, Robyn; Phakeng, Mamokgethi Setati

    2016-01-01

    This article interweaves the voices of four participants attending a Working group at the Canadian Mathematics Education Study group on the theme of social justice in 2015. The theme that emerged was learning to meet "the other" in the working group; however, interactions were not straight-forward. This article presents the reflections…

  11. Language-in-Education Policy in Low-Income, Postcolonial Contexts: Towards a Social Justice Approach

    Science.gov (United States)

    Tikly, Leon

    2016-01-01

    The article considers how language-in-education policy in low-income, postcolonial countries may be better understood from a social justice perspective and some of the implications for policy, practice and research that arise from this. The article starts with a critical overview of the two dominant approaches towards conceptualising…

  12. Teaching for Social Justice and Equity: The Journey of a Teacher Educator

    Science.gov (United States)

    Kelly-Jackson, Charlease

    2015-01-01

    Teacher-education programs continue to face the challenge of improving the preparation of teachers for diversity in particular racially diverse and low-income students. Certain factors such as dispositions, self-reflection, and prior experiences contribute to preservice teachers' attitudes and beliefs toward diversity and social justice issues.…

  13. "Pretty Much Fear!!" Rationalizing Teacher (Dis)Engagement in Social Justice Education

    Science.gov (United States)

    Baily, Supriya; Katradis, Maria

    2016-01-01

    This article analyzes how teachers in U.S. classrooms navigate, dialogue, debate, and absorb the ideas of privilege, power, and the presence of various forms of injustices. Through their understanding of these topics, we explore how K-12 teachers engage, disengage, and rationalize issues of social justice in education, society, and their own…

  14. Social Justice Education in a Diverse Classroom: Examining High School Discussions about Race, Power, and Privilege

    Science.gov (United States)

    Welton, Anjalé D.; Harris, Tiffany Octavia; La Londe, Priya G.; Moyer, Rachel T.

    2015-01-01

    High school students who participate in social justice education have a greater awareness of inequities that impact their school, community, and society, and learn tools for taking action to address these inequities. Also, a classroom that consist of students with a diverse set of identities creates an ideal circumstance in which a teacher can…

  15. Using Social Justice Pedagogies to Improve Student Numeracy in Secondary School Education

    Science.gov (United States)

    Voss, Richard; Rickards, Tony

    2016-01-01

    This unique Australian paper presents a study involving a Western Victorian District High School year nine mathematics class using social justice pedagogy to learn Mathematics. The class was comprised of gifted students, mainstream students and students who had diagnosed learning disabilities, all key foci in Australian Education research. The…

  16. From Entrepreneurship to Activism: Teacher Autobiography, Peace and Social Justice in Education

    Science.gov (United States)

    Sharra, Steve

    2005-01-01

    This article argues that while social entrepreneurship shares concerns similar to those of social justice activism, the corporate and business ethos in the idea of entrepreneurship is not suited to the social concerns that teachers and other educators deal with in their everyday lives. The article points out characteristics of social…

  17. Academic Disciplines and Debates: An Essay on Criminal Justice and Criminology as Professions in Higher Education.

    Science.gov (United States)

    Morn, Frank T.

    Current developments concerning criminology and criminal justice education are viewed historically and placed within a broader perspective of academic professionalization, and a few of the debates going on within and between the two fields are considered. Some early sociologists made considerable claim to studies of crime, and criminology and…

  18. The Marginalisation of Social Justice as a Form of Knowledge in Teacher Education in England

    Science.gov (United States)

    Bagley, Carl; Beach, Dennis

    2015-01-01

    This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and…

  19. Social Justice and the Philosophical Foundations of Critical Peace Education: Exploring Nussbaum, Sen, and Freire

    Science.gov (United States)

    Snauwaert, Dale

    2011-01-01

    The purpose of this paper is to philosophically explore a "realization-focused" capabilities theory of social justice, as articulated by AmartyaSen and Martha Nussbaum, as foundational to a theory of critical peace education. Paulo Freire's philosophy of critical pedagogy has had and continues to have a profound influence on the theory and…

  20. Demos as an Explanatory Lens in Teacher Educators' Elusive Search for Social Justice

    Science.gov (United States)

    Oikonomidoy, Eleni M.; Brock, Cynthia H.; Obenchain, Kathryn M.; Pennington, Julie L.

    2013-01-01

    Borrowing insights from the Ancient Greek ideal conceptions of a democratic civic space (demos), this article examines the applicability of this framework to four teacher educators' journey to implement social justice in their programs. It is proposed that the three constitutive dimensions of demos (freedom of speech, equality to vote and…

  1. Perceptions of College of Education Students in Turkey towards Organizational Justice, Trust in Administrators, and Instructors

    Science.gov (United States)

    Kale, Mustafa

    2013-01-01

    In this research, the perceptions of college of education students in Turkey regarding organizational justice, trust in administrators, and trust in instructors were determined. In the present study, the answers to three research questions were sought. The research was done using the survey method. After choosing six universities of various sizes…

  2. Organizational Learning in Schools Pursuing Social Justice: Fostering Educational Entrepreneurship and Boundary Spanning

    Science.gov (United States)

    Scanlan, Martin

    2011-01-01

    The field of socially just educational leadership is focused on promoting improvements in the teaching and learning environment as demonstrated by student learning gains, particularly for traditionally marginalized students. The field has identified priorities (i.e., school improvement, democratic community, and social justice) and steps to pursue…

  3. Academic Politics and the History of Criminal Justice Education. Contributions in Criminology and Penology, No. 46.

    Science.gov (United States)

    Morn, Frank

    This book reviews the history of academic criminal justice--the studying and teaching of crime, police, law and legal processes, and corrections--from 1870 to the present. The nine chapters have the following titles: (1) "Introduction: Academic Politics and Professionalism, 1870-1930"; (2) "Progressivism and Police Education,…

  4. Social Justice and Technocracy: Tracing the Narratives of Inclusive Education in the USA

    Science.gov (United States)

    Danforth, Scot

    2016-01-01

    Over the past two decades, the percentage of American students with disabilities educated in general classrooms with their nondisabled peers has risen by approximately 50%. This gradual but steady policy shift has been driven by two distinct narratives of organisational change. The social justice narrative espouses principles of equality and…

  5. Doing and Feeling Research in Public: Queer Organizing for Public Education and Justice

    Science.gov (United States)

    Meiners, Erica R.; Quinn, Therese M.

    2010-01-01

    Grounded in activism--fighting the implementation of Department of Defense-run schools in a public schools system; organizing to fight the largest national teacher education accreditation agency's removal of sexual orientation and social justice from its accreditation standards; and protesting a state's decision to hold a public meeting for…

  6. The Marginalisation of Social Justice as a Form of Knowledge in Teacher Education in England

    Science.gov (United States)

    Bagley, Carl; Beach, Dennis

    2015-01-01

    This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and…

  7. Racial Justice, Hegemony, and Bias Incidents in U.S. Higher Education

    Science.gov (United States)

    Hughes, Glyn

    2013-01-01

    Formal administrative protocols for responding to bias incidents are now the norm in higher education. In considering these developments, the author of this article poses critical questions about racial justice work on campus, identifies key features of an under-acknowledged institutional racism, and contributes to discussions about ways that…

  8. Social Justice and the Philosophical Foundations of Critical Peace Education: Exploring Nussbaum, Sen, and Freire

    Science.gov (United States)

    Snauwaert, Dale

    2011-01-01

    The purpose of this paper is to philosophically explore a "realization-focused" capabilities theory of social justice, as articulated by AmartyaSen and Martha Nussbaum, as foundational to a theory of critical peace education. Paulo Freire's philosophy of critical pedagogy has had and continues to have a profound influence on the theory and…

  9. Religious Education towards Justice: What Kind of Justice Is to Be Taught in a Christian Context?

    Science.gov (United States)

    Bobbert, Monika

    2017-01-01

    Education is a human right. It prepares human beings for life, helps to develop individual abilities and opens up social opportunities--e.g., earning one's own living. Religion interprets our human existence in connection to a transcendental dimension. Religion can also influence moral values and behavior. The Christian religion established a…

  10. 戏剧美育与公共生活——论卢梭与狄德罗的戏剧之争%Aesthetic Education through Drama and Public Life: on the Quarrel between Rousseau and Diderot over Drama

    Institute of Scientific and Technical Information of China (English)

    范昀

    2012-01-01

    The quarrel between Rousseau and Diderot in the age of the Enlightenment over drama was not concerned with aesthetic differences, as it often seemed, but involved differences in their respective positions on Enlightenment politics and reformation of human nature. While Rousseau criticized the false performance of the actors, Diderot highly supported dra- matic performance, believing it to be beneficial to the establishment of a social culture and the construction of modern public life. Fully appreciating the social political implications underlying their differences is of great significance to implementing aesthetic education in our contemporary society.%启蒙时代卢梭与狄德罗的戏剧思想之争,表面上体现为美育层面上的分歧,其实牵涉到二人在启蒙政治与人性教育问题上的立场差异。卢梭批判演员虚情假意的表演,认为这将导致人性的异化和社会风尚的败坏;而狄德罗却高调支持戏剧表演的形式,认为它有助于社交文化的形成和现代公共生活的构建。充分理解这种分歧背后的深层社会政治内涵对于当代社会的美育建设具有重要意义。

  11. Relationship between Organizational Justice Perceptions and Organizational Commitment Levels of School of Physical Education and Sports Academicians

    Science.gov (United States)

    Ari, Abdil; Çaglayan, Hakan Salim

    2017-01-01

    This study was conducted to determine organizational justice perceptions and organizational commitment levels of the school of physical education and sports academicians and to establish whether there is a relation between their organizational justice perceptions and organizational commitment levels or not. In the study, a method for the…

  12. The Fierce Urgency of Now: Diffusion of Innovation as a Mechanism to Integrate Social Justice in Counselor Education

    Science.gov (United States)

    Ratts, Manivong J.; Wood, Chris

    2011-01-01

    The authors present diffusion of innovation theory (Rogers, 2003) as a framework for integrating social justice into counselor education. An overview of diffusion theory is provided along with how the tenets of diffusion of innovation can be used to alleviate fears and anxieties that come with adopting an innovation such as social justice in…

  13. Relieving Burnout and the "Martyr Syndrome" among Social Justice Education Activists: The Implications and Effects of Mindfulness

    Science.gov (United States)

    Gorski, Paul C.

    2015-01-01

    Activist burnout, which causes activists to disengage from their activism, is a formidable barrier to the sustainability of social justice movements, including those focused on social justice in educational contexts. However, the cultures of these movements often disregard the importance of self-care, seeing it as self-indulgence, putting…

  14. The Fierce Urgency of Now: Diffusion of Innovation as a Mechanism to Integrate Social Justice in Counselor Education

    Science.gov (United States)

    Ratts, Manivong J.; Wood, Chris

    2011-01-01

    The authors present diffusion of innovation theory (Rogers, 2003) as a framework for integrating social justice into counselor education. An overview of diffusion theory is provided along with how the tenets of diffusion of innovation can be used to alleviate fears and anxieties that come with adopting an innovation such as social justice in…

  15. Relieving Burnout and the "Martyr Syndrome" among Social Justice Education Activists: The Implications and Effects of Mindfulness

    Science.gov (United States)

    Gorski, Paul C.

    2015-01-01

    Activist burnout, which causes activists to disengage from their activism, is a formidable barrier to the sustainability of social justice movements, including those focused on social justice in educational contexts. However, the cultures of these movements often disregard the importance of self-care, seeing it as self-indulgence, putting…

  16. Social Justice, Civil Society and the Dramatist in Democratic Nigeria ...

    African Journals Online (AJOL)

    Social Justice, Civil Society and the Dramatist in Democratic Nigeria. ... democracy as being unique to the cultural environment, yet the human-rights violations, ... Drama and theatre, being veritable media of communication are considered ...

  17. Children's Drama in Mexico: An Interview with Socorro Merlin.

    Science.gov (United States)

    Ritch, Pamela

    1985-01-01

    Dr. Merlin (director of the Rodolfo Usigli Center for Research, Information and Documentation at Bellas Artes, Mexico City) talks about professional children's theatre, creative drama in education, and the child as artist. (PD)

  18. Children's Drama in Mexico: An Interview with Socorro Merlin.

    Science.gov (United States)

    Ritch, Pamela

    1985-01-01

    Dr. Merlin (director of the Rodolfo Usigli Center for Research, Information and Documentation at Bellas Artes, Mexico City) talks about professional children's theatre, creative drama in education, and the child as artist. (PD)

  19. Privilege, Compromise, or Social Justice: Teachers' Conceptualizations of Inclusive Education

    Science.gov (United States)

    Lalvani, Priya

    2013-01-01

    This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support…

  20. Education, Conflict and Social (In)Justice: Insights from Colombia

    Science.gov (United States)

    Novelli, Mario

    2010-01-01

    This paper explores the dynamics of repression and resistance within the Colombian education system through exploring human rights violations against educators. Drawing on the findings of several fieldwork visits carried out since 2005 across Colombia, the paper focuses on the darker side of the education/conflict relationship, demonstrating…

  1. Privilege, Compromise, or Social Justice: Teachers' Conceptualizations of Inclusive Education

    Science.gov (United States)

    Lalvani, Priya

    2013-01-01

    This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support…

  2. Human Rights Education, Postcolonial Scholarship, and Action for Social Justice

    Science.gov (United States)

    Osler, Audrey

    2015-01-01

    In our global age, educational researchers and practitioners need tools that can be applied in a range of contexts and scales: local, national, and international. This article argues that human rights education (HRE) is a site of struggle in which human rights and democracy need to be constantly renewed. It contextualizes HRE within a critical,…

  3. Human Rights Education, Postcolonial Scholarship, and Action for Social Justice

    Science.gov (United States)

    Osler, Audrey

    2015-01-01

    In our global age, educational researchers and practitioners need tools that can be applied in a range of contexts and scales: local, national, and international. This article argues that human rights education (HRE) is a site of struggle in which human rights and democracy need to be constantly renewed. It contextualizes HRE within a critical,…

  4. Alegoria do drama moderno

    Directory of Open Access Journals (Sweden)

    Marcela Oliveira

    2013-10-01

    Full Text Available Este artigo apresentará o conceito de alegoria – formulado pelo filósofo Walter Benjamin em Origem do drama trágico alemão – como uma categoria crítica que permite analisar não apenas o drama barroco do século XVII, mas também certa produção dramática do final do século XIX até meados do XX. O objetivo é interpretar, através dessa concepção de alegoria, alguns exemplos extraídos das obras de dramaturgos como Ibsen, Tchekhov e Beckett, nas quais se detecta as marcas de um questionamento do estilo dramático tradicional, o que Peter Szondi chamou de “crise do drama”, em Teoria do drama moderno.

  5. Chinese TV Dramas in the Prime of Development

    Institute of Scientific and Technical Information of China (English)

    1992-01-01

    The extraordinarydevelopment ofChinese TV dra-mas during China′s re-form and opening tothe outside world hascaught many people′sattention.Since 1986China′s over 500 TVstations have been pro-dueing an average of2000 TV dramas ayear.In 1991 the figurereached 5000,jnclud-ing both one-part playsand TV series.Over1,800 have been shown on ChinaCentral TV.Though TV dramas area new artistic genre in China,theyhave become an important meansfor socialist education and an im-portant form of entertainment forChinese families

  6. Seeking Aporia: Experiences with Teaching Social Justice in the Undergraduate Music Education Program

    Directory of Open Access Journals (Sweden)

    Colleen Sears

    2016-08-01

    Full Text Available Maxine Greene’s (1995 concept of “wide awakeness” challenges educators to think outside routine and comfort. She asserts that morality in education depends upon educators’ commitment to problematize transparent and oppressive norms by calling into question long held beliefs. Socrates referred to this process as aporia, a state of confusion that occurs when previously held assumptions are challenged and new understandings are formed. What role can aporia play in the undergraduate music education program? How can we encourage undergraduate music education students to identify and question Western, heterocentric, masculine norms that go undetected in the name of job training? In response to these questions, this paper will focus on the experience of engaging undergraduate music education students in social justice based, aporia-triggering experiences designed to broaden students’ ideas about what constitutes a meaningful and valuable music education experience.

  7. Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice

    Directory of Open Access Journals (Sweden)

    Rebecca Adami

    2015-04-01

    Full Text Available Can human rights in education enhance students and teachers capacity to reimagine their local community and to rethink the rules and laws that support such a social community? This paper is a political philosophical inquiry into human rights in education, drawing on the work of Hannah Arendt, Cornelius Castoriadis and Adriana Cavarero. By placing learning at the center of political philosophy through the notion of paideia, we need to ask how such an education can look like. According to Castoriadis, society exists only insofar as it is embodied in its social individuals. Society and its individuals are in a constant process of becoming toward relational autonomy that implies a moral self-limitation. At the core of my philosophical inquiry into moral subjectification is the need to re-think human rights and the pedagogical subject in relational terms that imply self-limitation and political engagement in a wider cosmopolitan community

  8. Creative Drama:A Correspondence to Children′s Quality -oriented Education%创作性戏剧:与儿童素质教育的一种契合

    Institute of Scientific and Technical Information of China (English)

    彭怡玢

    2016-01-01

    Creative Drama is a part of drama education.Its key feature of improvisation helps inspire children′s imagination and creativ-ity and improve their aesthetic cognition.Fitting exactly with children′s quality -oriented education,it has more and more influence on teaching methodology and children′s development of ability for elementary education.Currently,thcre are two main patterns for creative dramas in and out of school are curriculum integration and workshops.which play the more important role in children′s quality -oriented education with the popularity and maturity of creative drama.%创作性戏剧,作为戏剧教育的一种,以即兴表演为主,着力培养儿童的想象力和创造力,注重提高儿童的审美感知能力。它与儿童素质教育相契合,对基础教育教师教学法和儿童能力培养的影响越来越大。目前,在学校内外,针对儿童的创作性戏剧活动主要有课程整合和工作坊两种范式。随着创作性戏剧的普及和成熟,它在儿童素质教育中将发挥更大作用。

  9. Argumentation as Pedagogy for Social Justice "through" Science Education

    Science.gov (United States)

    Edwards, N.

    2011-01-01

    Teachers are the curriculum implementers in the classroom, which can become either a constraining or transformative environment. In this article Bourdieu's notion of habitus is appropriated to illustrate the transformative potential of the teacher in the classroom. Paulo Freire's problem-posing education is also utilised as it opens up the space…

  10. Educational Justice and Socio-Economic Segregation in Schools

    Science.gov (United States)

    Brighouse, Harry

    2007-01-01

    Sociologists exploring educational injustice often focus on socio-economic segregation as a central measure of injustice. The comprehensive ideal, furthermore, has the idea of socio-economic integration built into it. The current paper argues that socio-economic segregation is valuable only insofar as it serves other, more fundamental values. This…

  11. Pedagogies for Justice in Health and Physical Education

    Science.gov (United States)

    Wrench, Alison; Garrett, Robyne

    2016-01-01

    In developed economies, such as Australia, schooling is heavily impacted by neo-liberal and neo-conservative agendas. Policies suggest a homogeneity in students that fails to reflect regional contexts of inequality. For the new Australian Curriculum, which includes Health and Physical Education (AC: HPE), this logic prioritises consistency in…

  12. Conversations on Indigenous Education, Progress, and Social Justice in Peru

    Science.gov (United States)

    Huaman, Elizabeth Alva Sumida

    2013-01-01

    This article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last,…

  13. Argumentation as Pedagogy for Social Justice "through" Science Education

    Science.gov (United States)

    Edwards, N.

    2011-01-01

    Teachers are the curriculum implementers in the classroom, which can become either a constraining or transformative environment. In this article Bourdieu's notion of habitus is appropriated to illustrate the transformative potential of the teacher in the classroom. Paulo Freire's problem-posing education is also utilised as it opens up the space…

  14. Civic Republicanism and Education: Democracy and Social Justice in School

    Science.gov (United States)

    Snir, Itay; Eylon, Yuval

    2017-01-01

    The republican political tradition, which originated in Ancient Rome and picked up by several early-modern thinkers, has been revived in the last couple of decades following the seminal works of historian Quentin Skinner and political theorist Philip Pettit. Although educational questions do not normally occupy the center stage in republican…

  15. Educational Psychologists' Report-Writing: Acts of Justice?

    Science.gov (United States)

    Attard, Sunaina; Mercieca, Daniela; Mercieca, Duncan P.

    2016-01-01

    One of the major tasks of educational psychologists is the writing of reports. Often, all involvement, assessment and intervention culminate in the production of a report. This paper explores critically the tensions involved in writing reports which are closed down in their conformity to requirements of different bodies, while looking for…

  16. Using Literature Circles to Discuss Social Justice in Teacher Education

    Science.gov (United States)

    Madhuri, Marga; Walker, Nancy; Landmann-Johnsey, Erica; Laughter, Judson

    2015-01-01

    Literacy educators feel it is incumbent on teacher preparation programs to prepare teacher candidates with the dispositions and competencies needed to work with students from diverse racial, cultural, and economic backgrounds. As a way to initiate the discussion and help candidates examine their own views on race, literature circles are used. The…

  17. Science through Drama.

    Science.gov (United States)

    Christofi, C.; Davies, M.

    1991-01-01

    Ways of working in drama that can be readily utilized by science teachers are provided. The strategies of sociogram, teacher in role, role play, and trial scenes are described. Students' attitudes toward different teaching styles and the frequency with which teaching/learning strategies are used are presented. (KR)

  18. Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices.

    Science.gov (United States)

    Autin, Frédérique; Batruch, Anatolia; Butera, Fabrizio

    2015-01-01

    Educational institutions are considered a keystone for the establishment of a meritocratic society. They supposedly serve two functions: an educational function that promotes learning for all, and a selection function that sorts individuals into different programs, and ultimately social positions, based on individual merit. We study how the function of selection relates to support for assessment practices known to harm vs. benefit lower status students, through the perceived justice principles underlying these practices. We study two assessment practices: normative assessment-focused on ranking and social comparison, known to hinder the success of lower status students-and formative assessment-focused on learning and improvement, known to benefit lower status students. Normative assessment is usually perceived as relying on an equity principle, with rewards being allocated based on merit and should thus appear as positively associated with the function of selection. Formative assessment is usually perceived as relying on corrective justice that aims to ensure equality of outcomes by considering students' needs, which makes it less suitable for the function of selection. A questionnaire measuring these constructs was administered to university students. Results showed that believing that education is intended to select the best students positively predicts support for normative assessment, through increased perception of its reliance on equity, and negatively predicts support for formative assessment, through reduced perception of its ability to establish corrective justice. This study suggests that the belief in the function of selection as inherent to educational institutions can contribute to the reproduction of social inequalities by preventing change from assessment practices known to disadvantage lower-status student, namely normative assessment, to more favorable practices, namely formative assessment, and by promoting matching beliefs in justice principles.

  19. 正义、美德与教育%Justice, Virtue and Education

    Institute of Scientific and Technical Information of China (English)

    大卫·卡尔

    2015-01-01

    Given that justice is a fundamental principle or dimension of human moral association, it would also seem to be of some educational concern: in short, we should want to educate children and young people to be just or fair. However, this is not something that not something we may be hope to achieve by teaching theories of justice – since, as this paper indicates – such theories are often concerned with securing some measure of justice in circumstances where people cannot always be expected to be just or fair as individual citizens. Thus, educating for justice would seem to be more a matter of cultivating the virtue of justice. In this light, the paper proceeds to consider how this might be at least partly assisted by the moral exploration of imaginative literature.%如果说正义是人类道德交往的基本法则或者维度,那么这也似乎适用于一些教育问题。简而言之,我们需要教育孩子和年轻人正义和公平。然而,这并不是可以仅通过教授正义的理论就能够实现的。因为,正如这篇文章所揭示的那样,这些理论通常涉及到维护正义的准则,即在有些情况下,公民个体不能总是做到如其所期待的那样正义与公平。所以,正义教育更多的是培养正义的美德。从这点出发,本文致力于探究如何借助富有想象力的文学作品来培养正义的美德。

  20. Relfection of Justice in Education Policy from Perspective of Multi-dimensional Justice View:Including Three Dimensions and Two Approaches of Education Justice%多维正义观视角下的教育政策正义性反思--兼及教育正义的三重维度和两种进路

    Institute of Scientific and Technical Information of China (English)

    胡友志

    2015-01-01

    变革时代的教育公平问题及其政策治理的背后,隐藏着深刻的值得反思的社会正义问题。当代正义理论的发展,为从“制度伦理”视角反思教育政策正义性提供了思想资源。以当代正义理论的分配、承认与代表权的三重维度,“先验制度主义”和“现实比较主义”的两种进路为基础,建构一种多维的教育正义观,反思教育政策设计的程序正义,为教育制度“正义”构想的价值辩护,并倡导对日常教育生活中“不正义”的积极消除。%Behind education justice problem and its policy management in the changing era, deep social justice problems worthy of relfection are hidden. The development of the contemporary justice theory provides the ideological resources for the relfections of education policy’s justice from the perspective of institutional ethics. The article constructs a multi-dimensional education justice view based on three dimensions from redistribution, recognition and representation in the contemporary justice theory and two approaches of transcendental institutionalism and realization-comparison. This education justice view contributes to relfection procedural justice in the education policy design, and defends the value of justice construction of educational institution and advocates active elimination of the injustice in the daily education.

  1. Tax justice of the reform of higher education: tuition fees or tax relief?

    Directory of Open Access Journals (Sweden)

    Pavel Semerád

    2012-01-01

    Full Text Available This paper deals with the current reform of higher education which is now being discussed in the Czech Republic. The Government and the Ministry of Education, Youth and Sports propose a tuition fee for students at universities but there is still no clear concept of it. University leaders and students are against the tuition fee because of their fear of getting into debt during their study. The aim of this paper is to show an alternative way of funding higher education without tuition fee loans and from the point of view of tax justice. According to the concept of horizontal justice (Mankiw, 1999 taxpayers should pay taxes at the same rate, but it does not work this way. The result of research is that changes in Act 586/1992 Coll., on income tax and in Act 117/1995 Coll., on state social welfare are required. Abolition of tax relief is proposed where discrimination against other taxpayers and groups of students could occur. By abolition of tax relief for a student and tax relief for a dependent child the amounts of 4,020 CZK and 13,404 CZK respectively could be saved. Changes in legislation could be politically more acceptable than the tuition fee. The solution could also lead to simplification for taxpayers. The target should be equal access to higher education for all students.

  2. Comparison between current and ideal condition of educational justice from the students' viewpoints at Jahrom Nursing and Paramedical School.

    Science.gov (United States)

    Montaseri, Mohammad Ali; Hojat, Mohsen; Karimyar Jahromi, Mahdi

    2014-01-01

    Educational justice is a process by which all those involved in education are pondering and seeking to establish it in their regulatory environments. This study aimed to investigate effective factors in an ideal educational justice and the current condition of educational justice from the students' viewpoint and ultimately increase the awareness and understanding of authorities and educational planners of the existing shortcomings.  This is a descriptive-analytical study. Samples include all nursing, operating room, and anesthesia students of nursing and paramedical college who had passed at least 5 semesters. Data collection was carried out through a scholar questionnaire. Validity was assessed through content validity and reliability of the questionnaire was evaluated using a pilot study.  In order to determine the status of the scores, 5 points (very high), 4 (often), 3 (moderate), 2 (low) and 1 (very low) were assigned, respectively. To determine the justice level, a 35 score interval was considered as very low, low, medium, high and very high. SPSS software, descriptive statistics, independent t-test and ANOVA were used to analyze the data.  There was a significant difference between the ideal and the current conditions in all items (p≤0.001) and also in the total mean score of ideal condition  and mean score of current condition (p=0.010). In an educational system, educational methods and aims should be regulated in a way that principles and components of justice are attainable and distribution and allocation of educational facilities of justice are considered thoroughly.

  3. Comparison between current and ideal condition of educational justice from the students’ viewpoints at Jahrom Nursing and Paramedical School

    Science.gov (United States)

    MONTASERI, MOHAMMAD ALI; HOJAT, MOHSEN; KARIMYAR JAHROMI, MAHDI

    2014-01-01

    Introduction: Educational justice is a process by which all those involved in education are pondering and seeking to establish it in their regulatory environments. This study aimed to investigate effective factors in an ideal educational justice and the current condition of educational justice from the students’ viewpoint and ultimately increase the awareness and understanding of authorities and educational planners of the existing shortcomings.  Methods: This is a descriptive-analytical study. Samples include all nursing, operating room, and anesthesia students of nursing and paramedical college who had passed at least 5 semesters. Data collection was carried out through a scholar questionnaire. Validity was assessed through content validity and reliability of the questionnaire was evaluated using a pilot study.  In order to determine the status of the scores, 5 points (very high), 4 (often), 3 (moderate), 2 (low) and 1 (very low) were assigned, respectively. To determine the justice level, a 35 score interval was considered as very low, low, medium, high and very high. SPSS software, descriptive statistics, independent t-test and ANOVA were used to analyze the data.  Results: There was a significant difference between the ideal and the current conditions in all items (p≤0.001) and also in the total mean score of ideal condition  and mean score of current condition (p=0.010). Conclusion: In an educational system, educational methods and aims should be regulated in a way that principles and components of justice are attainable and distribution and allocation of educational facilities of justice are considered thoroughly. PMID:25512917

  4. Comparison between current and ideal condition of educational justice from the students’ viewpoints at Jahrom Nursing and Paramedical School

    Directory of Open Access Journals (Sweden)

    MOHAMMAD ALI MONTASERI

    2014-01-01

    Full Text Available Introduction: Educational justice is a process by which all those involved in education are pondering and seeking to establish it in their regulatory environments. This study aimed to investigate effective factors in an ideal educational justice and the current condition of educational justice from the students’ viewpoint and ultimately increase the awareness and understanding of authorities and educational planners of the existing shortcomings. Methods: This is a descriptive-analytical study. Samples include all nursing, operating room, and anesthesia students of nursing and paramedical college who had passed at least 5 semesters. Data collection was carried out through a scholar questionnaire. Validity was assessed through content validity and reliability of the questionnaire was evaluated using a pilot study. In order to determine the status of the scores, 5 points (very high, 4 (often, 3 (moderate, 2 (low and 1 (very low were assigned, respectively. To determine the justice level, a 35 score interval was considered as very low, low, medium, high and very high. SPSS software, descriptive statistics, independent t-test and ANOVA were used to analyze the data. Results: There was a significant difference between the ideal and the current conditions in all items (p≤0.001 and also in the total mean score of ideal condition and mean score of current condition (p=0.010. Conclusion: In an educational system, educational methods and aims should be regulated in a way that principles and components of justice are attainable and distribution and allocation of educational facilities of justice are considered thoroughly.

  5. Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia

    Directory of Open Access Journals (Sweden)

    Ana María Sierra Piedrahita

    2016-01-01

    Full Text Available In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in public schools in one city in Colombia to determine how these have or have not contributed to the development of a political perspective in teachers. Finally, she discusses what the implementation of such perspective requires, provides some examples to illustrate how it may look in practice, and discusses some implications for different stakeholders.

  6. Righting Past Wrongs: A Superintendent's Social Justice Leadership for Dual Language Education along the U.S.-Mexico Border

    Science.gov (United States)

    DeMatthews, David; Izquierdo, Elena; Knight, David S.

    2017-01-01

    The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy research. Drawing upon theories of social justice leadership, this article examines how one…

  7. NDTAC Practice Guide: Quality Education Services Are Critical for Youth Involved with the Juvenile Justice and Child Welfare Systems

    Science.gov (United States)

    Gonsoulin, Simon; Clark, Heather Griller; Rankin, Victoria E.

    2015-01-01

    This National Evaluation and Technical Assistance Center for the Education of Children and Youth Who are Neglected, Delinquent, or At-Risk (NDTAC) practice guide examines the principle that quality education services are critical for youth involved with the juvenile justice and child welfare systems. This principle asserts that, to address the…

  8. Disproportionate Sacrifices: Ricoeur's Theories of Justice and the Widening Participation Agenda for Higher Education in the UK

    Science.gov (United States)

    Watts, Michael

    2006-01-01

    Ricoeur's theories of justice are used here to examine the injustice of the utilitarian drive to widen participation in higher education in the UK and, in particular, the attribution of low aspirations and achievements to those young people who do not participate in higher education. Government policy is considered through Ricoeur's theory of the…

  9. The Arizona Education Tax Credit and Hidden Considerations of Justice: Why We Ought To Fight Poverty, Not Taxes.

    Science.gov (United States)

    Moses, Michele S.

    2000-01-01

    Describes the Arizona education tax credit law as a voucher plan in disguise, and argues that the concept of justice underlying the law is an element largely missing from the school choice debate. Calls on educators and policymakers to concentrate on efforts to help needy students rather than to channel tax dollars toward self-interested ends.…

  10. Disproportionate Sacrifices: Ricoeur's Theories of Justice and the Widening Participation Agenda for Higher Education in the UK

    Science.gov (United States)

    Watts, Michael

    2006-01-01

    Ricoeur's theories of justice are used here to examine the injustice of the utilitarian drive to widen participation in higher education in the UK and, in particular, the attribution of low aspirations and achievements to those young people who do not participate in higher education. Government policy is considered through Ricoeur's theory of the…

  11. Neoliberalism and the Marginalisation of Social Justice: The Making of an Education Policy to Combat Social Exclusion

    Science.gov (United States)

    Grimaldi, Emiliano

    2012-01-01

    The paper analyses how the establishment of neoliberalism, as the new global orthodoxy, in the field of education implies a substantial subjugation and marginalisation of policies and practices informed by the values of social justice and equity. The evidence from a case study on an inclusive education policy enacted to combat social exclusion and…

  12. The rites in the mysteries of Dionysus: the birth of the drama

    Directory of Open Access Journals (Sweden)

    Britt-Mari Näsström

    2003-01-01

    Full Text Available The Greek drama can be apprehended as an extended ritual, originating in the ceremonies of the Dionysus cult. In particular, tragedy derived its origin from the sacrifice of goats and the hymns which were sung on that occasion. Tragedia means "song of the male goat" and these hymns later developed into choruses and eventually into tragedy, in the sense of a solemn and purifying drama. The presence of the god Dionysus is evident in the history and development of the Greek drama at the beginning of the fifth century B.C. and its sudden decline 150 years later. Its rise seems to correspond with the Greek polis, where questions of justice and divine law in conflict with the individual were obviously a matter of discussion and where the drama had individual and collective catharsis (purifying in mind.

  13. The Effect of Organizational Justice and Organizational Cynicism on the Organizational Commitment: An Application in Primary Education Institutions

    Directory of Open Access Journals (Sweden)

    Cemal Aküzüm

    2014-04-01

    Full Text Available There is a large cycle of works on regarding organizational justice, organizational cynicism and organizational commitment of teachers. However, no study has been found that has been conducted on the correlation among effect of organizational justice, organizational cynicism and organizational commitment and their explaining ratios of each other. The level of correlation and the effect of the organizational justice, organizational cynicism and organizational commitment with each other and explaining ratios of each other have been tested in this research. In line with this purpose, seven hypotheses were developed. The participant group in the study consists of 515 elementary school teachers who are working in primary education institutions of Diyarbakir province. The relational survey model was utilized while conducting the research. Also “Organizational Justice Scale”, “Organizational Cynicism Scale” and “Organizational Commitment Scale” were utilized in this research. For confirmatory factor analyses and structural equality model, SPSS and AMOS packaged software were utilized. First of the most important findings of the study is that organizational justice and organizational cynicism are significant predictors of organizational commitment. Second is that organizational cynicism has a function of partial mediator between organizational justice and organizational commitment.

  14. Education, Justice, and Discursive Agency: Toward an Educationally Responsive Discourse Ethics

    Science.gov (United States)

    Martin, Christopher

    2016-01-01

    Jürgen Habermas argues that principles of justice should be decided through rational agreement as opposed to force or coercion. Christopher Martin argues in this essay that the success of such a project presupposes sufficiently developed capacities for discursive agency equally distributed within a diverse public sphere. This epistemic…

  15. Education, Justice, and Discursive Agency: Toward an Educationally Responsive Discourse Ethics

    Science.gov (United States)

    Martin, Christopher

    2016-01-01

    Jürgen Habermas argues that principles of justice should be decided through rational agreement as opposed to force or coercion. Christopher Martin argues in this essay that the success of such a project presupposes sufficiently developed capacities for discursive agency equally distributed within a diverse public sphere. This epistemic…

  16. From Personae to Persons: A Good Drama

    Science.gov (United States)

    Geiger, Matthew W.

    2016-01-01

    There are two kinds of drama that is normally associated with high school: the "drama" that accompanies social life in late adolescence and the dramas that are performed in a school's auditorium or performing arts center. The drama about which the author writes about in this article is of a different sort altogether. It is, however, like…

  17. Drama Grammar: Towards a Performative Postmethod Pedagogy

    Science.gov (United States)

    Even, Susanne

    2011-01-01

    This article presents the original concept of drama grammar, the synthesis of grammar instruction and drama pedagogy, which integrates both structural and communicative paradigms through a dialectic combination of acting and linguistic analysis. Based on the principles of drama pedagogy, drama grammar makes use of techniques from the performing…

  18. Drama Grammar: Towards a Performative Postmethod Pedagogy

    Science.gov (United States)

    Even, Susanne

    2011-01-01

    This article presents the original concept of drama grammar, the synthesis of grammar instruction and drama pedagogy, which integrates both structural and communicative paradigms through a dialectic combination of acting and linguistic analysis. Based on the principles of drama pedagogy, drama grammar makes use of techniques from the performing…

  19. Becoming Animated When Teaching Physics, Crafts and Drama Together: A Multidisciplinary Course for Student-Teachers

    Science.gov (United States)

    Kallunki, Veera; Karppinen, Seija; Komulainen, Kauko

    2017-01-01

    This article examines a physics course for pre-service primary teachers in which physics, crafts and drama were taught together by connecting the standpoints of crafts and drama. The study was carried out by three university educators from these disciplines during an advanced optional course for student-teachers at the University of Helsinki in…

  20. Investigating Drama: Higher Drama and Advanced Higher Drama. Support Material for Teachers and Students

    Science.gov (United States)

    Morson, Bob

    2002-01-01

    The teaching of drama in Scottish secondary schools focuses on: (1) Creating; (2) Presenting; and (3) Evaluating. In engaging with these elements, students at "all" stages are encouraged to develop their own dramas from ideas which are prompted by a variety of stimuli. From a wide range of starting points, students work through the process of…

  1. Organizational Justice as a Framework for Understanding Union-Management Relations in Education

    Science.gov (United States)

    Poole, Wendy L.

    2007-01-01

    In this article, I have conceptualized union-management relations using an organizational justice framework. I consider organizational justice theory, including distributive, procedural, interactional, and what I call relational justice perspectives. Utilizing examples from my experience and research, I illustrate and discuss various forms of…

  2. Reentry Program and Social Work Education: Training the Next Generation of Criminal Justice Social Workers.

    Science.gov (United States)

    Franke, Nancy D; Treglia, Dan; Cnaan, Ram A

    2017-09-13

    Social work plays a marginal role in opposing the trend of mass incarceration and high rates of recidivism, and social work education offers limited opportunities for students to specialize in working with people who are currently or were previously incarcerated. How to train students of social work to work against mass-incarceration is still challenging. The authors devised and implemented an in-school social service agency devoted to working with people pre and post release from a prison system. The agency is a field practicum setting where interested students study and practice reentry work. In this article, the authors describe and assess the educational merit of this in-school agency. Findings from surveys of students and alumni suggest that the program attained its educational goals of connecting classroom education to practice experience and training students for careers in the criminal justice system. The authors also discuss pending challenges. The experience of the Goldring Reentry Initiative suggests that by developing their own social work agencies, the authors may be able to heighten their students educational experience and expand their contribution to social work practice broadly.

  3. Community College Students with Criminal Justice Histories and Human Services Education: Glass Ceiling, Brick Wall, or a Pathway to Success

    Science.gov (United States)

    Rose, Lisa Hale

    2015-01-01

    In spite of open access to community college education, specifically human service associate degree programs, students with criminal justice histories do not necessarily have an unobstructed pathway to obtaining the degree and admission to the baccalaureate programs in human services and social work that are almost always selective. The first…

  4. Community College Students with Criminal Justice Histories and Human Services Education: Glass Ceiling, Brick Wall, or a Pathway to Success

    Science.gov (United States)

    Rose, Lisa Hale

    2015-01-01

    In spite of open access to community college education, specifically human service associate degree programs, students with criminal justice histories do not necessarily have an unobstructed pathway to obtaining the degree and admission to the baccalaureate programs in human services and social work that are almost always selective. The first…

  5. The Emerging Fourth Tier in K-12 Education Finance in British Columbia, Canada: Increasing Privatisation and Implications for Social Justice

    Science.gov (United States)

    Poole, Wendy; Fallon, Gerald

    2015-01-01

    This paper examines increasing privatisation of education in the province of British Columbia, Canada. Conceptually, the paper is informed by theories of privatisation and social justice; and methodologically, it uses policy analysis to examine documents and financial records obtained from government departments. The paper critically analyses…

  6. A Space for the European Higher Education Area: The Guidance from the EU Court of Justice to Member States

    NARCIS (Netherlands)

    Kwikkers, P.; van Wageningen, A.

    2012-01-01

    The European Court of Justice has developed a body of jurisprudence that regulates issues such as access, capacity, quality, student allowances and labour market needs, and that should be considered at least an even more important contribution to the European Higher Education Area (EHEA) than the Bo

  7. Child Welfare, Juvenile Justice, Mental Health, and Education Providers' Conceptualizations of Trauma-Informed Practice.

    Science.gov (United States)

    Donisch, Katelyn; Bray, Chris; Gewirtz, Abigail

    2016-05-01

    This study systematically examined child-service providers' conceptualizations of trauma-informed practice (TIP) across service systems, including child welfare, juvenile justice, mental health, and education. Eleven focus groups and nine individual interviews were conducted, totaling 126 child-service providers. Conventional content analysis was used to analyze the qualitative data with interrater reliability analyses indicating near perfect agreement between coders. Qualitative analysis revealed that child-service providers identified traumatic stress as an important common theme among children and families served as well as the interest in TIP in their service systems. At the same time, child-service providers generally felt knowledgeable about what they define TIP to be, although they articulated wide variations in the degree to which they are taught skills and strategies to respond to their traumatized clients. The results of this study suggest a need for a common lexicon and metric with which to advance TIP within and across child-service systems.

  8. Leadership for Social Justice: Social Justice Pedagogies

    OpenAIRE

    Bogotch, Ira; Reyes-Guerra, Daniel

    2014-01-01

    The relationship between educational leadership and practices of social justice is now entering its second decade with respect to empirical research studies. There have been three distinct research agendas: the first involves attempts to define the meaning(s) of educational leadership for social justice; the second is the descriptive documentation of school leadership behaviors which address social injustices and inequities within schools; and, the third focuses on the development of leadersh...

  9. Assessing Pre-Service Teacher's Knowledge of and Attitudes towards Incorporating Social Justice Education in Elementary School Mathematics Classrooms

    Science.gov (United States)

    McCoy, Wanda Linnette

    2012-01-01

    Over the past three decades, there has been growing interest in teaching mathematics in ways that encourage action for social justice. Social Justice Education (SJE) seeks to enable students to study existing forms of social injustices in their lives and to create a sense of social agency in the students. This study sought to understand the…

  10. When public service drama travels

    DEFF Research Database (Denmark)

    Jensen, Pia Majbritt; Waade, Anne Marit

    (Forbrydelsen) and The Bridge (Broen) have in recent years experienced an unprecedented export success. Especially The Killing’s relative success with the British audience in its original version on BBC Four and its sale as a format to the USA, where it was adapted for the cable network AMC, marked...... an interesting shift. It became apparent that DR drama in particular – and Danish television drama in general – had something to offer even to the two most impenetrable television markets in the world. This success, however, has not happened over-night but is a result of a conscious and two-decade long strategy...... on behalf of DR’s Drama Division to open up to international markets and to win more international prizes, all of which has been achieved. The success has also lead to an unprecedented interest in DR’s drama productions and paved the way for alternative and external ways of funding productions...

  11. Organizational Justice and the Shortage of Nurses in Medical & Educational Hospitals, in Urmia-2014

    Science.gov (United States)

    Fathabad, Heidar Sharifi; Yazdanpanah, Abbas; Hessam, Somayeh; Chimeh, Elham Ehsani; Aghlmand, Siamak

    2016-01-01

    Objective: One of the most important reasons of turnover is perceptions of organizational justice. The purpose of this study was to investigate the effect of perceived organizational justice and its components on turnover intentions of nurses in hospitals of Urmia University of Medical Sciences. Methods: This cross-sectional study was among nurses. 310 samples were estimated according to Morgan Table. Two valid and reliable questionnaires of turnover and organizational justice were used. Data analysis was performed using the software SPSS20. Using the Kolmogorov-Smirnov test, the normality and relationship between variables with Pearson and Spearman correlation test were analyzed. Results: Most people were married and aged between 26 and 35 years, BA and were hired with contraction. The mean score of organizational justice variable was 2.59. The highest average was the interactional justice variable (2.81) and then Procedural fairness variable (2.75) and distributive justices (2.03) were, respectively. The mean range of turnover variable was 3.10. The results showed weak and negative relationship between various dimensions of organizational justice and turnover in nurses. Conclusion: Organizational justice and turnover had inverse relationship with each other. Therefore how much organizational justice in the organization is more; employees tend to stay more. Finally, suggestions for improvement of justice proposed. PMID:26383199

  12. Drama: an appropriate tool in development support communication.

    Science.gov (United States)

    Moyo, F F

    1997-01-01

    Because it supports progress, drama embodies development and, thus, can be used to support development communication. In fact, drama is the most appropriate medium for effecting change for development because it 1) involves interpersonal communication; 2) broadens the meaning of development; 3) challenges assumptions, demands accountability, suggests remedies, and evaluates the totality of performance; 4) exploits the politics of possibility; 5) is inherently dialogue; 6) allows the target community to participation during the exposition, the conflict, and the resolution; 7) is easy to assimilate; and 8) provides access to any medium. Drama is especially appropriate in South Africa because children carry on a tradition of play-acting, South Africans exhibit politeness to strangers that makes them passively aggressive in resisting change, it allows the temporary removal of cultural barriers among members of households, and it resembles the oral tradition that was pervasive in the culture. Drama can impart greater legitimacy to topics originating from the community or fuse a totally new concept with local culture. It can be used as a tool to criticize political mismanagement, comment on social problems, question culture, debate religious matters, examine economic society, assist educational programs, assist health efforts, raise people's awareness about conservation, and help spread technological advancements. Drama allows more to be done than said and allows communities to be involved in development efforts.

  13. Bridging Pedagogies: Drama, Multiliteracies, and the Zone of Proximal Development

    Science.gov (United States)

    Macy, Leonora

    2016-01-01

    This article examines how one educator embraced Vygotsky's concept of the zone of proximal development (ZPD) while using drama to scaffold learning about Dr. Seuss's "The Lorax" for first-grade students. This learning event is interpreted with reference to the ZPD and the New London Group's pedagogy of multiliteracies. The author asserts…

  14. Does a Drama-Inspired "Mirroring" Exercise Enhance Mathematical Learning?

    Science.gov (United States)

    Smyrnis, Eleni; Ginns, Paul

    2016-01-01

    Learning from complex instructional materials typically requires sustained attention, but many learners--both children and adults--may find their minds "wandering" when learning. Drama educators have argued that "mirroring" exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to…

  15. Does a Drama-Inspired "Mirroring" Exercise Enhance Mathematical Learning?

    Science.gov (United States)

    Smyrnis, Eleni; Ginns, Paul

    2016-01-01

    Learning from complex instructional materials typically requires sustained attention, but many learners--both children and adults--may find their minds "wandering" when learning. Drama educators have argued that "mirroring" exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to…

  16. Educational Reflections on the ``Ecological Crisis'': EcoJustice, Environmentalism, and Sustainability

    Science.gov (United States)

    Mueller, Michael P.

    2009-08-01

    There is a tendency by scholars arguing for a more just and sustainable future to position the “ecological crisis” as a fundamental reason for major educational reforms. Relying on crisis-talk to fuel social and environmental justice and environmentalism reinforces the thinking of the past, which inadvertently perpetuates the acceptance of present cultural attitudes which frame our relationships with others and the natural world. To evaluate previous cultural thinking and associated traditions of Euro-West society, Chet Bowers asserts that we ought to analyze how assumptions are carried forward as metaphors, which are associated with attitudes towards science, technology, and nature. This pedagogy is called ecojustice education and serves to conserve and sustain cultural diversity and the biodiversity of Earth’s ecosystems, which are threatened and vulnerable. But, also carried forward in the language of ecojustice philosophy (and other ecological works) is a presumption that feeds into scientifically proving that a crisis exists, which is associated with organizing schools around an implicit shock doctrine of fear and urgency. This paper explores these assumptions and others associated with a supposition of ecological crisis. The ecological crisis has the potential to marginalize many diverse people who are needed during these times of increasing ecological awareness and uncertainties. Situating education (and the world) in the frenzy associated with crisis, versus the assertion that schools should increase awareness around the belief that a more sustainable lifestyle is beneficial for the individual, the community and the environment is a worthwhile debate and is rich with respect to research opportunities in education.

  17. Forum: Communication Activism Pedagogy. Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice

    Science.gov (United States)

    Frey, Lawrence R.; Palmer, David L.

    2017-01-01

    The recent formation of the National Communication Association's Activism and Social Justice Division puts a spotlight on the extent to which instructional communication and instructional communication research have advanced--or even should advance--the goals of social justice. To examine this issue, two of the leading scholars on this topic,…

  18. Three Cases of Student Teaching Practice for Social Justice in Early Childhood Education

    Science.gov (United States)

    Lee, Young Ah

    2014-01-01

    Although teachers may agree that it is important to teach all learners equitably, it is challenging to practice social justice oriented pedagogy due to its multiplicity and complexity. This participatory action research attempted to examine student teaching practices that three teacher candidates approached to teach for social justice with young…

  19. Social Justice and Counselling Psychology: Situating the Role of Graduate Student Research, Education, and Training

    Science.gov (United States)

    Palmer, Angele; Parish, Jessica

    2008-01-01

    While social justice advocacy has been a part of counselling psychology since its inception, its role in the field has been debated. Many professionals have called for increased attention to social justice awareness and advocacy to enable the profession to meet the expanding needs of clients. The present article proposes that a move toward…

  20. Justice in and through Education? Students' Participation in Decision-Making

    Science.gov (United States)

    Rönnlund, Maria

    2014-01-01

    Drawing on one year of ethnographic work in three Swedish lower secondary schools, this article problematizes students' participation in decision-making in everyday school life in the perspective of social justice. In order to extend the traditional liberal understanding of justice and include also relational, procedurial, social and cultural…

  1. Teacher Education for Social Justice in Secondary English Methods Courses: Praxis or Paradox?

    Science.gov (United States)

    Leonard, Carole S.

    2012-01-01

    The purpose of this study was to explore the extent to which the mission of preparing teachers to teach for social justice is operationalized within the methods courses in teacher preparation programs that assert a social justice mission. A qualitative content analysis was conducted of course syllabi for English/Language Arts courses, using a…

  2. A Brief Introduction to Chinese Drama

    Institute of Scientific and Technical Information of China (English)

    1993-01-01

    GREEK,Indian,and Chinese dramas are thethee most ancient dramas in the history ofthe world.Greek drama started between thesixth and fifth centuries B.C.;Indian,around thebeginning of me Christian era,and Chinese drama wasborn in the middle of the 12th centruy.Chinese dramahas been performed for the past 800 years and contin-ues to entertain audiences today.

  3. 融合与开创:台湾儿童戏剧教育史述评%Integration and Initiation:A Review of the History of Education in Drama for Children in Taiwan

    Institute of Scientific and Technical Information of China (English)

    陈晞如

    2012-01-01

    Since 1949,the education in drama for children in Taiwan is implemented through the establishment of rules and the practice of policy,and the government is basically its main impetus.Children's drama entered the campus in the 1960's.The setup of teachers' writing camp also pushed forward the rapid upgrading of the composition of children's plays."Creative theatre" is introduced to Taiwan and it has provided a spirit of courageous "experiment" for the local education workers of children's drama,and has initiated in Taiwan a new direction for the development of education in children's theatre in the late 1980's.The education in the theatre for Taiwanese children has reached integration through initiating work,and further initiation has been realized through integration.%1949年以来,台湾地区的儿童戏剧教育是通过法规的制定及政策的推行来实施的,行政当局基本上是主要的推动力量。20世纪60年代,台湾儿童戏剧走入校园。而"教师写作研习营"的举行,亦成为快速提升儿童剧本写作的推动力量。而"创作性戏剧"教学引进于60年代,主要推动于80年代。"创作性戏剧"被引介到台湾,为台湾本地儿童戏剧教育工作者,提供了一种勇于尝试的"实验"精神,逐步开创出80年代后期台湾儿童戏剧教育的新发展方向。台湾的儿童戏剧教育在开创中实现了融合,而在融合中又得以进一步的开创。

  4. Cesium-137, a drama recounted; Cesio-137, um drama recontado

    Energy Technology Data Exchange (ETDEWEB)

    Vieira, Suzane de Alencar

    2013-01-15

    The radiological accident with Cesium-137, which started on Goiania in 1987, did not stop with the end of radiological contamination and continues in a judicial, scientific and narrative process of identification and recognition of new victims. The drama occupies a central place on the dynamics of radiological event, as it extends its limits, inflects its intensity and updates the event. As a narrative of the event, the ethnography incorporates and brings up to date the drama as an analysis landmark and the description of the theme as it is absorbed by a dramatic process. Cesium-137, a drama recounted is a textual experimentation based on real events and characters picked out from statements reported in various narratives about the radiological accident. (author)

  5. Integrating HIV & AIDS Education in Pre-Service Mathematics Education for Social Justice

    Science.gov (United States)

    van Laren, Linda

    2011-01-01

    Since 1999, many South African education policy documents have mandated integration of HIV & AIDS education in learning areas/disciplines. Policy document research has shown that although South African politicians and managers have produced volumes of eloquent and compelling legislation regarding provision for HIV & AIDS education, little…

  6. Drama-in-Schools in the Philippines

    Science.gov (United States)

    Pañares, Alice A.; Cabangon, Maria Gloriosa S.

    2016-01-01

    Drama in the Philippines has been an integral part of the lives of Filipinos. Drama-in-schools came about with the establishment of the formal school system during the Spanish and American period of colonisation of the Philippines. With the establishment of the public schools system, the American teachers introduced drama in the schools, as part…

  7. Theory of Creative Treason and Drama Translation

    Institute of Scientific and Technical Information of China (English)

    WANG Xiao-ting

    2015-01-01

    Due to the specific characteristic which is related to stage performance, the academic researches of drama translation have so far been limited. Before the mid 1970s, discussions about drama translation were mainly limited to the study of the trans⁃lated text of drama by applying the prescribed method of comparative analysis in order to explore the equivalence between the translation and the original. While after the mid 1970s, researches on drama translation started to be done by applying the descrip⁃tive method. Some translation theorists and scholars began to study the translated text of drama on the background of target lan⁃guage culture, which had made fruitful achievements. Recently, studies on drama translation mostly paid attention to such issues as the nature of drama translation, the purpose of drama translation, the characteristics of the translated text of drama, performabili⁃ty and orality in drama translation, transformation of dramatic culture and the status of drama translators, etc. By applying Xie Tianzhen’s theory of creative treason, this drama translation can be studied from a new perspective.

  8. Education and Criminal Justice Faculty Value Electronic Serials over Print to Support Professional Activities

    Directory of Open Access Journals (Sweden)

    Sue F. Phelps

    2016-12-01

    Full Text Available A Review of: Jones, G. F., Cassidy, E. D., McMain, L., Strickland, S. D., Thompson, M., & Valdes, Z. (2015. Are serials worth their weight in knowledge? A value study. The Journal of Academic Librarianship, 41(5, 578-582. http://dx.doi.org/10.1016/j.acalib.2015.07.004 Objective – To determine the faculty assessed value of print and electronic serials. Design – Qualitative survey. Setting – Doctoral research institution in the southern United States of America. Subjects – 122 tenured or tenure-track faculty from the School of Criminal Justice and the School of Education. Methods – A survey was designed to measure the value of online and print serials for key faculty activities: research, publishing, course preparation and development, service, and personal interests. Measures included: recentness of use, the extent to which library journals supported work in the key activities (minor, moderate, or major, requirement of students to use online or print journals in their courses, cancellations of personal journal subscriptions in favor of library subscriptions, and travel to other libraries to use library journals.

  9. When public service drama travels

    DEFF Research Database (Denmark)

    Jensen, Pia Majbritt; Waade, Anne Marit

    This paper will investigate how and to what extent the Danish public service broadcaster DR employs external funding for its drama productions. This investigation is carried out in order to discuss the schisms involved when a public service broadcaster – whose traditional obligations arguably...... such as canned programme export revenues, co-productions, pre-sale and format sale. We therefore believe it is relevant to explore how and to what extent DR makes use of external funding for its drama productions in order to discuss potential advantages and disadvantages in doing so for a public service...... pertain to the national sphere – becomes a player in the international market for television content and, as a consequence, partly reliant on international funding through either co-productions, canned programming export revenues, pre-sale or format sale. DR’s drama productions such as The Killing...

  10. When public service drama travels

    DEFF Research Database (Denmark)

    Jensen, Pia Majbritt; Nielsen, Jakob Isak; Waade, Anne Marit

    2016-01-01

    This article provides a detailed analysis of how the Danish public service broadcaster DR employs external funding for its drama productions. This investigation is carried out in order to discuss the schisms involved when a public service broadcaster – whose traditional obligations arguably pertain...... the last 15 years, our empirical data also show significant new patterns in production culture and international market orientation within DR. Interestingly, however, our study demonstrates the distinctive contribution that precisely DR’s public service remit has made to the quality of its drama...... assessed on the basis of existing theory and expert interviews conducted with significant industry professionals at DR’s Drama Division, DR Sales, German public broadcaster ZDF’s commercial sales arm ZDF Enterprises, and independent Danish production companies Nimbus Film and Miso Film. Specific cases...

  11. Rescuing Complementarity With Little Drama

    CERN Document Server

    Bao, Ning; Chatwin-Davies, Aidan; Pollack, Jason; Yuen, Henry

    2016-01-01

    The AMPS paradox challenges black hole complementarity by apparently constructing a way for an observer to bring information from the outside of the black hole into its interior if there is no drama at its horizon, making manifest a violation of monogamy of entanglement. We propose a new resolution to the paradox: this violation cannot be explicitly checked by an infalling observer in the finite proper time they have to live after crossing the horizon. Our resolution depends on a weak relaxation of the no-drama condition (we call it "little drama") which is the "complementarity dual" of scrambling of information on the stretched horizon. When translated to the description of the black hole interior, this implies that the fine-grained quantum information of infalling matter is rapidly diffused across the entire interior while classical observables and coarse-grained geometry remain unaffected. Under the assumption that information has diffused throughout the interior, we consider the difficulty of the informat...

  12. Educating Leaders for Social Justice: The Case of Special Educational Needs Co-Ordinators

    Science.gov (United States)

    Liasidou, Anastasia; Svensson, Cathy

    2014-01-01

    In the light of policy imperatives to initiate and maintain inclusive education reforms, the role of special educational needs co-ordinators (SENCOs) in England and Wales should be reconceptualised with a view to their leading school reforms commensurate with the principles of an inclusive discourse. The article concentrates on the social justice…

  13. Promoting Social Justice and Enhancing Educational Success: Suggestions from Twenty Educationally Successful Roma in Greece

    Science.gov (United States)

    Gkofa, Panagiota

    2017-01-01

    In Greece, Roma pupils often experience segregation through educational settings, high dropout rates, low performance outcomes, and higher levels of non-completion when compared to their Greek (non-Roma) peers. However, a small minority do stay in school and proceed to higher education. This paper draws on a set of in-depth interviews with twenty…

  14. Social Justice and Music Education: Toward a Multicultural Concept of Music Education

    Science.gov (United States)

    Dobrota, Snježana

    2015-01-01

    One of the primary goals of multicultural education is to change the current structure of the educational system and to bridge the widening gaps between students of different background. Similarly, multicultural art curriculum fosters the formation of attitudes and perceptions that help people confront their sociocultural biases. The aim of this…

  15. Teaching for social justice and social action.

    Science.gov (United States)

    Torres-Harding, Susan R; Meyers, Steven A

    2013-01-01

    Social justice education involves promoting critical awareness of social inequalities and developing skills that work against these inequalities. This article describes a general theoretical framework for social justice education, describes general strategies for facilitating students' social justice awareness and engagement, identifies challenges to social education, and highlights articles in the special issue that address these themes.

  16. Value creating education and the Capability Approach: A comparative analysis of Soka education’s facility to promote well-being and social justice

    Directory of Open Access Journals (Sweden)

    Paul David Sherman

    2016-12-01

    Full Text Available The relatively unfamiliar pedagogy of Soka (value creating education is analysed for its capacity to promote well-being and social justice, using the well-known Capability Approach (CA as a comparator. Various aspects of Soka education correspond favourably with the CA, indicating its potential as a credible and constructive approach for facilitating improved quality of life for individuals and communities. Diverse practical applications of Soka education illustrate how its principles are actualized in advancing social justice issues. Empirical research on Soka education is suggested to investigate its assertions that the pursuit of value creation leads to happiness and well-being.

  17. Drama for Classroom and Stage.

    Science.gov (United States)

    Johnson, Albert and Bertha

    This book with a three-part format contains information which the would-be thespian needs to know for maximum enjoyment and success in stage activities. The first part, "Heritage," traces the history and development of the theater from primitive ritual through the drama of classical Greece and Rome, the Renaissance, and modern Europe and America,…

  18. The Future of TV Drama

    DEFF Research Database (Denmark)

    Redvall, Eva Novrup

    2015-01-01

    The future of television – and particularly of TV drama – was widely on the Danish industry agenda in June with the Copenhagen Future TV Conference and an international seminar on producing, selling, programming and remaking TV series. Eva Novrup Redvall reports....

  19. American Drama through Chinese Eyes.

    Science.gov (United States)

    Brown, Joanne

    An American instructor taught a 5-week course on the family in American drama to a group of graduate English majors on the campus of Hebei Teachers' University in the People's Republic of China. The instructor learned as much about Chinese culture as the students learned about American culture. Lecture is the standard pedagogy even in graduate…

  20. Performing the Future. On the Use of Drama in Philosophy Courses for Science Students

    Science.gov (United States)

    Toonders, Winnie; Verhoeff, Roald P.; Zwart, Hub

    2016-10-01

    Drama is a relatively unexplored tool in academic science education. This paper addresses in what way the use of drama may allow science students to deepen their understanding of recent developments in the emerging and controversial field of neuro-enhancement, by means of a case study approach. First, we emphasise the congruency between drama and science, notably the dramatic dimension of experimental research. Subsequently, we draw on educational literature to elaborate the potential of using drama as a teaching modality, specifically focusing on the ethical and moral dimensions of future techno-scientific innovations. Our case study consisted of a drama experiment as a module in a philosophy course on human enhancement. Twenty-two students from various science disciplines performed multiple roles, as authors, actors, audience and reviewers. Qualitative data were collected on the educational process and student performance during the course, i.e. observations and video recordings of class discussions, group work and plays, interviews and questionnaires. Our drama experiment proved to be effective in enabling students to explore and relate to a future life world affected by enhancement technologies. It allowed them to deepen their awareness of social and ethical implications of neuro-technologies and of the different viewpoints people may have on this issue in academic, professional or everyday settings. Moreover, drama allowed them to develop a reflexive position of their own in the neuro-enhancement debate by enacting a moral dilemma in front of an audience. Our results confirm the potential of drama as a tool for exploring techno-scientific futures in science education.

  1. Performing the Future - On the Use of Drama in Philosophy Courses for Science Students

    Science.gov (United States)

    Toonders, Winnie; Verhoeff, Roald P.; Zwart, Hub

    2016-10-01

    Drama is a relatively unexplored tool in academic science education. This paper addresses in what way the use of drama may allow science students to deepen their understanding of recent developments in the emerging and controversial field of neuro-enhancement, by means of a case study approach. First, we emphasise the congruency between drama and science, notably the dramatic dimension of experimental research. Subsequently, we draw on educational literature to elaborate the potential of using drama as a teaching modality, specifically focusing on the ethical and moral dimensions of future techno-scientific innovations. Our case study consisted of a drama experiment as a module in a philosophy course on human enhancement. Twenty-two students from various science disciplines performed multiple roles, as authors, actors, audience and reviewers. Qualitative data were collected on the educational process and student performance during the course, i.e. observations and video recordings of class discussions, group work and plays, interviews and questionnaires. Our drama experiment proved to be effective in enabling students to explore and relate to a future life world affected by enhancement technologies. It allowed them to deepen their awareness of social and ethical implications of neuro-technologies and of the different viewpoints people may have on this issue in academic, professional or everyday settings. Moreover, drama allowed them to develop a reflexive position of their own in the neuro-enhancement debate by enacting a moral dilemma in front of an audience. Our results confirm the potential of drama as a tool for exploring techno-scientific futures in science education.

  2. Impact Pathways to Address Social Well-Being and Social Justice in SLCA—Fair Wage and Level of Education

    Directory of Open Access Journals (Sweden)

    Sabrina Neugebauer

    2014-07-01

    Full Text Available Social well-being and social justice are meant to create a positive outcome meaningful for people and societies. According to the guidelines of social life cycle assessment, especially well-being should be considered as the main area of protection to assess social impacts of products. In addition, equity and equality need to be addressed in terms of social justice to ensure a fair and ethic society. However, even if a lot of studies focused on the definition social indicators to assess resulting impacts, neither have scientific or common agreements been founded to define a valid set of indicators, nor have consistent pathways from inventory towards impact indicators been established. This work, therefore, proposes possible pathways from life cycle inventory to impact assessment of two social midpoint categories: fair wage and level of education. Respective cause-effect-chains are developed based on the environmental life cycle assessment principle. Correspondingly, social inventory indicators throughout direct impacts to midpoint and endpoint categories are defined. Three endpoint categories are included (economic welfare, damage to human health and environmental stability to address social well-being and social justice. Qualitative characterization factors and a scaling method are proposed to evaluate the impacts according to threshold and reference values from valuable literature.

  3. Spheres of Justice within Schools

    DEFF Research Database (Denmark)

    Sabbagh, Clara; Resh, Nura; Mor, Michal;

    2006-01-01

    This article argues that there are distinct spheres of justice within education and examines a range of justice norms and distribution rules that characterize the daily life of schools and classrooms. Moving from the macro to micro level, we identify the following five areas: the right to education...

  4. Key Considerations in Providing a Free Appropriate Public Education for Youth with Disabilities in Juvenile Justice Secure Care Facilities. Issue Brief

    Science.gov (United States)

    Gagnon, Joseph C.; Read, Nicholas W.; Gonsoulin, Simon

    2015-01-01

    Access to high-quality education for youth is critical to their long-term success as adults. Youth in juvenile justice secure care facilities, however, too often do not have access to the high-quality education and related supports and services that they need, particularly youth with disabilities residing in such facilities. This brief discusses…

  5. Physical Education Pre-Service Teachers' Understanding of Teaching for Social Justice: The Impact of Teaching Kids' Tennis to Youth Living in Poverty

    Science.gov (United States)

    Kreider, Carri Sue

    2013-01-01

    The purpose of this action research study was to better understand and improve my efforts as a Physical Education Teacher Education (PETE) instructor to transform the attitudes, beliefs, and understandings of preservice teachers (PSTs) with regard to issues of social justice, specifically by achieving equality by providing opportunities and…

  6. Using drama to prevent teen smoking: development, implementation, and evaluation of crossroads in Hawai'i.

    Science.gov (United States)

    Mitschke, Diane B; Loebl, Karen; Tatafu, Elitei; Matsunaga, Doris Segal; Cassel, Kevin

    2010-03-01

    The use of drama as a preventive education measure has demonstrated success in various health promotion venues and offers promise in promoting positive youth attitudes and behavior change related to tobacco use. Especially important is a need to implement culturally relevant methods to reach youth. This article describes the development and implementation of a tobacco prevention drama for Asian and Pacific Islander youth. The resulting play, Crossroads, features a soap opera-style drama interspersed with humorous vignettes and multimedia effects and incorporates cultural cues, mannerisms, dress, and values consistent with Asian and Pacific Islander youth culture. Evaluation data indicate that the drama has an effect on audience knowledge, attitudes, and intended behavior, including a change in future intent to smoke cigarettes and the ability of audience members to develop connections with the characters in the play and apply concepts that are presented in the play to their own lives.

  7. Some Problems of the Kazakh Drama Study

    Directory of Open Access Journals (Sweden)

    Sagymbay Zhumagulov

    2013-01-01

    Full Text Available The article discusses theoretical and literary problems of national drama in the Kazakh literary of 1960s-1980s, analyzes the most significant works, devoted to the study of innovation in the poetry and the drama of the Kazakh system of genres, comprehensively studies literary tradition in scientific and methodological literature and determined its role in the development of the Kazakh drama

  8. Pedagogy and Diversity: Enrichment and Support for Social Work Instructors Engaged in Social Justice Education

    Science.gov (United States)

    Garran, Ann Marie; Kang, Hye-Kyung; Fraser, Edith

    2014-01-01

    The primary purpose of faculty development is to create and sustain a culture of teaching excellence. For social work faculty, an important part of teaching excellence involves incorporating core social work values such as social justice and diversity across the curriculum and developing pedagogical skills and strategies to teach these issues…

  9. Infusing Social Justice into Rehabilitation Education: Making a Case for Curricula Refinement

    Science.gov (United States)

    Harley, Debra A.; Alston, Reginald J.; Middleton, Renee A.

    2007-01-01

    Persons with disabilities are among minority groups who frequently experience marginalization and disenfranchisement. As a paradigm, social justice attempts to address marginalization through equitable redistribution of resources, policy and legislative revisions, and personal empowerment. The limited response of rehabilitation counseling to…

  10. Educational Leadership for Social Justice in Costa Rica, Mexico, and Spain

    Science.gov (United States)

    Silva, Patricia; Slater, Charles L.; Lopez Gorosave, Gema; Cerdas, Victoria; Torres, Nancy; Antunez, Serafin; Briceno, Fernando

    2017-01-01

    Purpose: The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach: A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a…

  11. Principals Learning from Veteran Teachers Serving Impoverished Students: Social Justice Implications for Professors of Educational Administration

    Science.gov (United States)

    Rosine, Dale

    2013-01-01

    This qualitative study of ten elementary veteran teachers used Hargrove's single, double, and triple-loop thinking to understand their perceptions regarding knowledge new principals need to be social justice leaders working in impoverished schools. Findings in three categories revealed the importance of principals learning to identify their…

  12. (Re)Envisioning Mathematics Education: Examining Equity and Social Justice in an Elementary Mathematics Methods Course

    Science.gov (United States)

    Koestler, Courtney

    2010-01-01

    In this dissertation, I present my attempts at designing an elementary mathematics methods course to support prospective teachers in developing an understanding of how to teach all students in learning powerful mathematics. To do this, I introduced them to teaching mathematics for equity and social justice by discussing ways to support students'…

  13. Blessings on the Food, Blessings on the Workers: Arts-Based Education for Migrant Worker Justice

    Science.gov (United States)

    Barndt, Deborah

    2013-01-01

    Migrant agricultural workers are not only on the margins of Canadian and global food systems; they are also on the margins of public consciousness about the labour behind the food we eat. Even local food movement groups who advocate for both social justice and sustainable food production have not made migrant labour a priority concern. Popular…

  14. The Experiential Learning Cycle in Undergraduate Diversity and Social Justice Education

    Science.gov (United States)

    Pugh, Greg L.

    2014-01-01

    Teaching for diversity and social justice is the teaching of complex abstract ideas about privilege and oppression, such as the social construction of social groups and identity. An effective way to teach this material is with experiential learning, but this approach requires much more than exercises and activities. Courses must be consciously…

  15. Dilemmas of Justice in Peace/Coexistence Education: Affect and the Politics of Identity

    Science.gov (United States)

    Zembylas, Michalinos; Bekerman, Zvi

    2008-01-01

    Lyotard (1988) argued that the major problem of this time may be understood in terms of two issues: the impossibility of avoiding conflicts and the absence of a universal genre of discourse to regulate them. In this article, the authors closely follows Lyotard's ideas to problematize claims about the university of justice. Then, the authors…

  16. Clowning, Location, and Mediterranean Drama

    OpenAIRE

    Publicover, Laurence

    2015-01-01

    This essay explores the ways in which early modern clowns disturb both spatial and generic decorum within early modern drama, and examines the ideological implications of these disturbances. With a particular focus on plays set in the Mediterranean, it demonstrates how clown-figures, through a variety of techniques, refocus attention on the performance space even at moments when plays seem most concerned with the real geographical locations they present. The essay ends by considering the impa...

  17. Educação, justiça e direitos humanos Education, justice, and human rights

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Vilar Estêvão

    2006-04-01

    , giving special emphasis to the individualistic and merchantilized tendencies to see democracy and the rights, and to the deliberative and communicative conceptions of democracy, and their consequences in terms of justice and human rights. From this point, the reflection veers towards the field of education as another locus of justice, debating the issue of school justice and the concept of the school as a dialogical and communicative organization, highlighting, in Habermasian terms, the systemic and communicative functionalities that permeate it. The author concludes this framework by stressing, within the idea that the school is a place of many worlds and justices, the multiples rationalities mobilized by the school agents, who should make their choices aware of the fact that, when the communicative-emancipative rationality predominates over other types of rationality, justice and rights open up and universalize. Finally, this discussion is continued in the last part of the article, but now referred to the challenges of globalization understood in several senses, finishing with the reference, within a counter-hegemonic concept of globalization, to a "cosmopolitical democracy", supportive of a solidary and cosmo-citizenly cordiality based on the humans rights.

  18. A social justice epistemology and pedagogy for Latina/o students: Transforming public education with participatory action research.

    Science.gov (United States)

    Cammarota, Julio; Romero, Augustine F

    2009-01-01

    The article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self-determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice Education Project, which provides students with all social science requirements for their junior and senior years. The mandated curriculum is supplemented with advanced-level readings from Chicana/o studies, critical race theory, critical pedagogy, and, most important, PAR. The intention is for students to meet the requirements for graduation and to develop sophisticated critical analyses to address problems in their own social contexts.

  19. A performative and poetical narrative of critical social theory in nursing education: an ending and threshold of social justice.

    Science.gov (United States)

    Lapum, Jennifer; Hamzavi, Neda; Veljkovic, Katarina; Mohamed, Zubaida; Pettinato, Adriana; Silver, Sarabeth; Taylor, Elizabeth

    2012-01-01

    In this article, a poetical and performative narrative is shared to examine how the use of stories to critically self-reflect on oppression facilitates an understanding of critical social theory in nursing education and impacts social justice. A fusion of prose with a poetical narrative is employed; the latter is reserved to capture the immediacy of personal, emotive, and embodied storied experiences. This deeply intimate and dialogical story begins with a pedagogical experiment created to facilitate nursing students' understanding of critical social theory. Drawing upon Paulo Freire's work, the nursing teacher in a professional development course attempted to deconstruct power relations and cultivate an open and safe learning environment by sharing a poem that depicts her oppression. Students then anonymously wrote a word/statement about their oppression. The teacher created a composite poem from students' words and shared it with the class; it was a powerful moment that highlighted their shared humanity. As a way to further explore stories and consider how to preserve these words, a small group of students and the teacher formed the 'the oppression group'. Towards the end, we conclude an unfinished story by realizing that the chains of oppression are loosening and humanity is surfacing. There is still a camouflaging of an authentic self. There are still stories to be told. The group is not yet certain if a social representation of an authentic self is possible and if all stories can be told. It has become apparent that the personal can play out in social justice as enacted in the classroom between teacher and students and provides an entry point into the development of the capacity to be social agents in nursing. The group simultaneously concludes the story with both an ending and a threshold of social justice.

  20. Student Perceptions of Social Justice and Social Justice Activities

    Science.gov (United States)

    Torres-Harding, Susan R.; Steele, Cheronda; Schulz, Erica; Taha, Farah; Pico, Chantal

    2014-01-01

    Encouraging students to engage in activities that actively seek to promote social justice is a goal of many educators. This study analyzed college student perceptions around social justice and related activities in a medium-sized, urban university in the United States. Students' open-ended responses to questions assessing their perceptions of…

  1. Student Perceptions of Social Justice and Social Justice Activities

    Science.gov (United States)

    Torres-Harding, Susan R.; Steele, Cheronda; Schulz, Erica; Taha, Farah; Pico, Chantal

    2014-01-01

    Encouraging students to engage in activities that actively seek to promote social justice is a goal of many educators. This study analyzed college student perceptions around social justice and related activities in a medium-sized, urban university in the United States. Students' open-ended responses to questions assessing their perceptions of…

  2. Using Drama in the French Immersion Program.

    Science.gov (United States)

    Shacker, Deborah L.; And Others

    1993-01-01

    Analyzes the nature of the oral language interactions of French immersion students involved in a group drama about the early settlers. Finds that four language functions (informative, directive, expressive, and imaginative) were characteristic of children's interactions during group drama. Finds relationships between type of session and the…

  3. Drama-based training in the workplace

    OpenAIRE

    Attard, Pauline

    2003-01-01

    There exists a variety of participative methods that can be utilised for effective workplace learning. One such medium is the use of drama. Drama-based training is both accessible and experiential. Organisations are making increasing use of this technique to help employees understand the variety of issues that arise at the workplace.

  4. Culture and the Creative Drama Teacher.

    Science.gov (United States)

    Courtney, Richard

    1989-01-01

    Discusses the effect of culture on creative drama. Provides an overview of the following features of creative drama in cultures previously examined: identification, mediation, transformation, empathy, metaphor and symbol, structures and dynamics, roles, communication, and audience. Summarizes emergent issues and relates them to the nature and…

  5. Teaching and Learning Geometry in Drama Based Instruction

    Science.gov (United States)

    Ubuz, Behiye; Duatepe-Paksu, Asuman

    2016-01-01

    This paper explains what drama-based instruction is and offers insights into the phases in drama-based instruction. Further, examples of drama-based lessons in geometry related to ring and circle, and altitude of a triangle together with the teacher and students perceptions related to the strengths and limitations of drama based instruction in…

  6. Justice Globalism

    NARCIS (Netherlands)

    Wilson, Erin; Steger, Manfred; Siracusa, Joseph; Battersby, Paul

    2014-01-01

    The pursuit of a global order founded on universal rules extends beyond economics into the normative spheres of law, politics and justice. Justice globalists claim universal principles applicable to all societies irrespective of religion or ideology. This view privileges human rights, democracy and

  7. Justice sociale

    OpenAIRE

    Jacquemain, Marc

    2007-01-01

    At first glance "social justice" cannot be considered as a "new word of power" since all powers have been reluctant to apply social justice. But if it is used to organize the "evaporation" of the reflexion on equality, then it can take a clearly conservative tone

  8. Justice Globalism

    NARCIS (Netherlands)

    Wilson, Erin; Steger, Manfred; Siracusa, Joseph; Battersby, Paul

    2014-01-01

    The pursuit of a global order founded on universal rules extends beyond economics into the normative spheres of law, politics and justice. Justice globalists claim universal principles applicable to all societies irrespective of religion or ideology. This view privileges human rights, democracy and

  9. Organizational Justice

    Science.gov (United States)

    Burns, Travis

    2013-01-01

    Helping principals understand the importance of organizational justice is the first step in enhancing learning outcomes for all learners, regardless of their social class, race, abilities, sex, or gender. In schools, organizational justice may be defined as teachers' perceptions of fairness, respect, and equity that relate to their interactions…

  10. On Justice and Unfair in Difference of Education Advances%论教育发展中的差异公平性

    Institute of Scientific and Technical Information of China (English)

    刘中顼

    2011-01-01

    "差异"与"公平"是世界将永远面对的问题,因为有差异,才导致世界上许多的不公平;也因为有差异,才能真正地实现公平。在当今教育公平的追求中,我们既应当科学地保持教育发展中应有的适度差异,以利教育公平的实现,又应当努力消除不适度的差异给教育公平实现带来的负面影响。%The issue of "difference" and "justice" is the worldwide problem.The difference leads to unfair in many fields in the world.The justice can be realized in case of the differences solved.In pursuing present education justice we should maintain the suitable difference in the progress of education.The justice can be realized.The negative impact of the education justice from the unsuitable difference in the education processing progress should be eliminated.

  11. The Influence of an Urban Educational Leadership Doctoral Program on the Social Justice Leadership Knowledge, Skills, and Dispositions of Its Graduates: A Case Study

    Science.gov (United States)

    Nyasuma, Nilajah M.

    2012-01-01

    There is an abundance of data that indicate that social inequality contributes to the school failure of African American and other children of color. Despite this finding, educational leadership preparation programs, have not, overwhelmingly embraced a social justice curriculum (Lopez, 2003). The purpose of this study was to understand faculty and…

  12. Addressing the Needs of the Criminal Defendant with Mental Retardation: The Special Educator as a Resource to the Criminal Justice System.

    Science.gov (United States)

    Everington, Caroline; Luckasson, Ruth

    1989-01-01

    The expertise of special educators can aid in providing justice for criminal defendants with mental retardation in such areas as identification of mental retardation, evaluations and habilitation concerning competence to stand trial or enter plea agreements, and provision of services to defendants in corrections programs. (Author/DB)

  13. Social Justice, Competition and Quality: 21st Century Leadership Challenges. The 2012 Yearbook of the National Council of Professors of Educational Administration

    Science.gov (United States)

    Perreault, George, Ed.; Zellner, Luana, Ed.

    2012-01-01

    This is the 2012 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains the following papers: (1) Editors' Sidebar (George Perreault and Luana Zellner); (2) The Hour Glass Economy: The Social Justice Challenge for the 21st Century (Fenwick W. English); (3) Maintaining the Human Touch in…

  14. Two Sides of the Same Coin: Preservice Teachers' Dispositions towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts

    Science.gov (United States)

    Han, Keonghee Tao; Madhuri, Marga; Scull, W. Reed

    2015-01-01

    This paper describes preservice teachers' (PTs) dispositions toward diversity, social justice education, and critical pedagogy (CP). PTs were enrolled in elementary Literacy Methods courses in two geographic locations, one rural and the other urban. We employed CP (Darder et al. in "Critical pedagogy: an introduction." In: Darder A,…

  15. The Value Basis of University Internal Governance:Educational Justice Perspective%论大学的内部治理:教育正义的视角

    Institute of Scientific and Technical Information of China (English)

    解瑞红

    2015-01-01

    University internal governance is the coordination of various interest subjects in universities. Education justice is the basic value of University governance, University internal governance should be based on the educational justice. But in reality, the pursuit of utility, the administrative guidance, the dependent culture leads to the lack of education justice in the internal governance of universities. Through the multiple interests of the main body of the university internal control and evaluation and the evaluation of the university regulations of the system to ensure that the university internal governance has always been based on the value of education justice.%大学内部治理是对大学内部各种利益主体关系的协调。教育正义是大学治理最基本的价值前提,大学内部治理应当以教育正义为依据。但现实中大学对功利的追求、行政的泛化、依附的文化导致大学内部治理中教育正义缺失,需要通过多元利益主体参与和评价大学内部治理以及大学章程的制度保障来确保大学内部治理始终以教育正义为价值依据。

  16. Development of radio dramas for health communication pilot intervention in Canadian Inuit communities.

    Science.gov (United States)

    Racicot-Matta, Cassandra; Wilcke, Markus; Egeland, Grace M

    2016-03-01

    A mixed-methods approach was used to develop a culturally appropriate health intervention over radio within the Inuit community of Pangnirtung, Nunavut (NU), Canada. The radio dramas were developed, recorded and tested pre-intervention through the use of Participatory Process and informed by the extended elaboration likelihood model (EELM) for education-communication. The radio messages were tested in two focus groups (n = 4 and n = 5) to determine fidelity of the radio dramas to the EELM theory. Focus group feedback identified that revisions needed to be made to two characteristics required of educational programmes by the EELM theorem: first, the quality of the production was improved by adding Inuit youth recorded music and second, the homophily (relatability of characters) of radio dramas was improved by re-recording the dramas with voices of local youth who had been trained in media communication studies. These adjustments would not have been implemented had pre-intervention testing of the radio dramas not taken place and could have reduced effectiveness of the overall intervention. Therefore, it is highly recommended that media tools for health communication/education be tested with the intended target audience before commencement of programmes. Participatory Process was identified to be a powerful tool in the development and sustainability of culturally appropriate community health programming.

  17. European Adult and Lifelong Education in Times of Crisis: Where is Social Justice when the Social Dimension turns into Social Cohesion?

    DEFF Research Database (Denmark)

    Milana, Marcella

    2014-01-01

    training. I will then investigate the role of joint Europe-wide strategies, such as the Lisbon Agenda or Europe 2020, which also frame regional priorities on how to best invest these funds. By examining adult and lifelong education policies created both before and after these strategies, I question...... their social justice underpinnings and argue that, in the aftermath of the 2010 debt crisis (and with the subsequent concern with social cohesion), economics prevailed over social justice within the social dimension in European integration....

  18. Penciptaan Naskah Drama Pemberontakan Sisifus

    Directory of Open Access Journals (Sweden)

    RANO SUMARNO

    2013-11-01

    Full Text Available The Rebellion of Syssiphus. The Rebellion of Syssiphus play script is an effort to response suicide phenomenonin Indonesia. Joining two different social lives among human life in Indonesia and Greek mythology constructsthis creation as a surrealism play script. The purpose of this creation is: 1 to create a joint script of two differentrealms between Sissyphus’ life and recent reality of Indonesian people’s life in surrealist plot, (2 to produce a scriptconstantly contextual with man’s problem in life, (3 to enrich Indonesia Drama documentation through a scriptwith high motivational contents as an alternative of destiny. As a anti-suicide campaign for Indonesians, the authorinvokes a brilliant thinking of existentialist philosopher, Albert Camus, within the script to be performed andwatched. The implementation is not wholesome, but adapting Pancasila values. Therefore, this script is importantas a reference for students who teach and perform absurd scripts. Most drama observers say that the emergence ofabsurd script proposed by group of dramatist in 1950’s could not be released from Camus’ thought

  19. Rescuing complementarity with little drama

    Energy Technology Data Exchange (ETDEWEB)

    Bao, Ning [Walter Burke Institute for Theoretical Physics, California Institute of Technology,1200 East California Boulevard, Pasadena (United States); Bouland, Adam [Computer Science and Artificial Intelligence Laboratory, Massachusetts Institute of Technology,77 Massachusetts Avenue, Cambridge (United States); Chatwin-Davies, Aidan; Pollack, Jason [Walter Burke Institute for Theoretical Physics, California Institute of Technology,1200 East California Boulevard, Pasadena (United States); Yuen, Henry [Computer Science Division, University of California, Berkeley,Berkeley (United States)

    2016-12-07

    The AMPS paradox challenges black hole complementarity by apparently constructing a way for an observer to bring information from the outside of the black hole into its interior if there is no drama at its horizon, making manifest a violation of monogamy of entanglement. We propose a new resolution to the paradox: this violation cannot be explicitly checked by an infalling observer in the finite proper time they have to live after crossing the horizon. Our resolution depends on a weak relaxation of the no-drama condition (we call it “little-drama”) which is the “complementarity dual” of scrambling of information on the stretched horizon. When translated to the description of the black hole interior, this implies that the fine-grained quantum information of infalling matter is rapidly diffused across the entire interior while classical observables and coarse-grained geometry remain unaffected. Under the assumption that information has diffused throughout the interior, we consider the difficulty of the information-theoretic task that an observer must perform after crossing the event horizon of a Schwarzschild black hole in order to verify a violation of monogamy of entanglement. We find that the time required to complete a necessary subroutine of this task, namely the decoding of Bell pairs from the interior and the late radiation, takes longer than the maximum amount of time that an observer can spend inside the black hole before hitting the singularity. Therefore, an infalling observer cannot observe monogamy violation before encountering the singularity.

  20. Drama Wor(l)ds: Explorations of Latina/o Realistic Fiction: Drama Encourages Critical Dialogue through Exploration of Multiple Voices and Perspectives

    Science.gov (United States)

    Medina, Carmen L.

    2004-01-01

    The fifth graders interpretations of one piece of Latino/a realistic fictions in a mid-western school, specifically around the theme of Mexican Americans living on the U.S/Mexico border is looked at. A demonstration is given on how drama-in-education strategies serve as a powerful set of tools to facilitate complex dialogues and interpretation of…

  1. Drama Wor(l)ds: Explorations of Latina/o Realistic Fiction: Drama Encourages Critical Dialogue through Exploration of Multiple Voices and Perspectives

    Science.gov (United States)

    Medina, Carmen L.

    2004-01-01

    The fifth graders interpretations of one piece of Latino/a realistic fictions in a mid-western school, specifically around the theme of Mexican Americans living on the U.S/Mexico border is looked at. A demonstration is given on how drama-in-education strategies serve as a powerful set of tools to facilitate complex dialogues and interpretation of…

  2. A drama of growth and recognition. Drama in therapy with abused children.

    Science.gov (United States)

    Martin, J

    1993-04-01

    1. Psychodrama is a form of psychotherapy which uses drama as its main medium. 2. It has four main stages: warm-up, action, sharing and re-integration. Each stage has therapeutic elements in its own right. 3. Psychodrama is adaptable to a variety of settings and situations. 4. It has various forms, such as sociodrama and monodrama, and is separate from drama therapy, which centres on metaphor and its relationship with drama, although the two can often be used in partnership.

  3. University-school partnerships for social justice in mathematics and ...

    African Journals Online (AJOL)

    University-school partnerships for social justice in mathematics and science education: the case ... My purpose in this paper is to situate a university-school mathematics and science education partnership within a social justice ... Article Metrics.

  4. Re-imagining mathematics and mathematics education for equity and social justice in the changing South African university

    Directory of Open Access Journals (Sweden)

    Kate le Roux

    2016-12-01

    Full Text Available Debates about transformation for a more equitable and socially just South African university and society more broadly have highlighted the need to consider how university curricula (reproduce enduring historical and societal inequities, and to bring student voices into conversations about reimagining these curricula. Strikingly, what has remained silent in these crucial debates is the role that the practices of mathematics and mathematics education and the language use in these practices may play (reproduce or transform existing inequities. This conceptual article seeks to insert these practices into these crucial debates by proposing tools that help us, firstly, to understand and to challenge the silence about the practices in the historical and socio-political context of the South African university. Secondly these tools can be used to reimagine mathematics and mathematics education for equity and social justice in the changing South African university. The key conceptual tools - a socio-political perspective and equity as access, achievement, identity and power are drawn mainly from the work of critical mathematics educators Rochelle Gutiérrez, Ole Skovsmose, Paola Valero and Renuka Vithal and the critical linguist Norman Fairclough. To illustrate the potential of these conceptual tools I use the voices and actions of university students as represented in my research conducted at an elite, historically white university in South Africa.

  5. Social Justice in School Psychology: Moving Forward

    Science.gov (United States)

    Briggs, Alissa

    2009-01-01

    The topic of social justice is not new to dialogue and research within disciplines that serve children, such as education and psychology. The commitment to social justice within the fields of education and psychology is evidenced by the attention that their organizations--the American Educational Research Association (AERA) and the American…

  6. "Girls need to behave like girls you know": the complexities of applying a gender justice goal within sexuality education in South African schools.

    Science.gov (United States)

    Ngabaza, Sisa; Shefer, Tamara; Macleod, Catriona Ida

    2016-11-01

    Sexuality education, as a component within the Life Orientation (LO) programme in South African schools, is intended to provide young people with knowledge and skills to make informed choices about their sexuality, their own health and that of others. Key to the programme are outcomes relating to power, power relations and gender. In this paper, we apply a critical gender lens to explore the ways in which the teaching of sexuality education engages with larger goals of gender justice. The paper draws from a number of ethnographic studies conducted at 12 South African schools. We focus here on the data collected from focus group discussions with learners, and semi-structured interviews with individual learners, principals and Life Orientation (LO) teachers. The paper highlights the complexities of having gender justice as a central goal of LO sexuality education. Teaching sexuality education is reported to contradict dominant community values and norms. Although some principals and school authorities support gender equity and problematize hegemonic masculinities, learners experience sexuality education as upholding normative gender roles and male power, rather than challenging it. Teachers rely heavily on cautionary messages that put more responsibility for reproductive health on female learners, and use didactic, authoritative pedagogical techniques, which do not acknowledge young people's experience nor facilitate their sexual agency. These complexities need to be foregrounded and worked with systematically if the goal of gender justice within LO is to be realised.

  7. Developmental Drama for Brain-Damaged Children

    Science.gov (United States)

    Martin, Sue

    1977-01-01

    Offers recommendations for using developmental drama including: discussion of organization of the play environment, leaders, and play groups; sensory-awareness games, movement-mime projects, and story dramatizations; and video tape utilization for play evaluation. (MH)

  8. The Effect of Organizational Justice and Organizational Cynicism on the Organizational Commitment: An Application in Primary Education Institutions

    OpenAIRE

    Cemal Aküzüm

    2014-01-01

    There is a large cycle of works on regarding organizational justice, organizational cynicism and organizational commitment of teachers. However, no study has been found that has been conducted on the correlation among effect of organizational justice, organizational cynicism and organizational commitment and their explaining ratios of each other. The level of correlation and the effect of the organizational justice, organizational cynicism and organizational commitment with ...

  9. Global impact of Danish drama series

    DEFF Research Database (Denmark)

    Jensen, Pia Majbritt

    2016-01-01

    In recent years Danish TV series have experienced a global export boom. This article maps the regional and global export patterns over the last fifteen years in order to assess the international impact of Danish TV drama.......In recent years Danish TV series have experienced a global export boom. This article maps the regional and global export patterns over the last fifteen years in order to assess the international impact of Danish TV drama....

  10. On Ghost Images in Shakesperare's Dramas

    Institute of Scientific and Technical Information of China (English)

    陈立明

    2009-01-01

    The description of ghosts is a creative characteristic in Shakespeare's drama writing.The images of ghosts are key roles and,to a great extent,critical elements to develop the whole plot of Shakespeare's plays,Hamlet,The life and Death of King Richard Ⅲ and The tragedy of Macbeth.Analyzing Shakespeare's description of ghosts is a good access for us to decode the connotation of his dramas.

  11. Global impact of Danish drama series

    DEFF Research Database (Denmark)

    Jensen, Pia Majbritt

    2016-01-01

    In recent years Danish TV series have experienced a global export boom. This article maps the regional and global export patterns over the last fifteen years in order to assess the international impact of Danish TV drama.......In recent years Danish TV series have experienced a global export boom. This article maps the regional and global export patterns over the last fifteen years in order to assess the international impact of Danish TV drama....

  12. Foreign Dramas Transformed into Chinese Operas

    Institute of Scientific and Technical Information of China (English)

    1992-01-01

    SEVENTY years ago,in 1922,Shakespeare′s famous dramaThe Merchant of Venice wasadapted for Peking opera and per-formed by the noted Peking operaactor Xia Keshan.This was the firstforeign drama put on the Chinesestage in local opera formIn the eighteenth and nine-teenth centuries the Yuan DynastyOpera The Orphan of the Zhal Family

  13. I Know There Is No Justice: Palestinian Perceptions of Higher Education in Jordan

    Science.gov (United States)

    Marar, Marianne Maurice

    2011-01-01

    This qualitative study utilizes critical ethnography methods to illustrate Palestinian refugee perceptions of higher education in Jordan. Participants addressed their assimilation to the Jordanian national identity as a means of obtaining education. Content and access to education were more important than assimilation, maintenance of ethnic…

  14. The Uneven March toward Social Justice: Diversity, Conflict, and Complexity in Educational Administration Programs

    Science.gov (United States)

    McClellan, Rhonda; Dominguez, Ramon

    2006-01-01

    Purpose: This paper aims to provide a framework for the development and implementation of educational administration programs that encourage practitioners and educational administration faculty to push application and preparation beyond reproducing tendencies of the status quo as well as to open education to the potential of embracing silenced or…

  15. Social Justice and Human Rights in Education Policy Discourse: Assessing Nelson Mandela's Legacy

    Science.gov (United States)

    Gebremedhin, Abrehet; Joshi, Devin

    2016-01-01

    Twenty years after South Africa's democratisation, Nelson Mandela's passing has prompted scholars to examine his legacy in various domains. Here we take a look at his legacy in education discourse. Tracing Mandela's thoughts and pronouncements on education we find two major emphases: a view of education as a practical means to economic…

  16. Exploring Discursive Barriers to Sexual Health and Social Justice in the New Zealand Sexuality Education Curriculum

    Science.gov (United States)

    Garland-Levett, Sarah

    2017-01-01

    Sexuality education is a compulsory part of "The New Zealand Curriculum" for state-funded schools. In 2015, the Ministry of Education has published an updated revision of their official guidelines for schools on the teaching of sexuality education. This paper employs Foucauldian discourse analysis to argue that this policy document,…

  17. Exploring Discursive Barriers to Sexual Health and Social Justice in the New Zealand Sexuality Education Curriculum

    Science.gov (United States)

    Garland-Levett, Sarah

    2017-01-01

    Sexuality education is a compulsory part of "The New Zealand Curriculum" for state-funded schools. In 2015, the Ministry of Education has published an updated revision of their official guidelines for schools on the teaching of sexuality education. This paper employs Foucauldian discourse analysis to argue that this policy document,…

  18. Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador

    Science.gov (United States)

    Veintie, Truija

    2013-01-01

    This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with…

  19. You Better Recognize!: The Arts as Social Justice for African American Students

    Science.gov (United States)

    Hanley, Mary Stone

    2011-01-01

    Social justice is a complex theory and practice that includes the equitable redistribution of resources and the recognition of culture. This is a report about the Tubman Theater Project, a culturally relevant drama program in which African American middle and high school students confronted racism and classism, as well as their unexamined…

  20. A Secondary School Drama Teacher's Experience of Drama in the Curriculum in 2015

    Science.gov (United States)

    Hennessy, Laura

    2016-01-01

    This article offers a perspective on Drama as a separate subject within the UK secondary school curriculum from the point of view of a working Head of a Drama department. I explore the various concerns a teacher of this subject must consider when planning a curriculum within their school, including breadth and depth of content and assessment of…

  1. The Social Habitus of Drama: The Ontario Drama Curriculum in Theory and Practice

    Science.gov (United States)

    Gallagher, Kathleen

    2016-01-01

    In this article, the author considers the place of drama in the formal curriculum in Ontario, Canada by considering its position in relation to curriculum theory and the texts that formally articulate it as a discipline to be taught in schools. The drama curriculum in Ontario aims to engage young people in activities and experiences that invite…

  2. Drama and Possibility Thinking--Taiwanese Pupils' Perspectives regarding Creative Pedagogy in Drama

    Science.gov (United States)

    Lin, Yu-sien

    2010-01-01

    The aim of the study was to examine how drama fosters children's everyday creativity, its relationship with creative pedagogy, and what teachers can provide for children's development in creativity in an Asian context. A series of drama lessons were designed and taught to two six-grade (11-12 years old) classes by involving pedagogical strategies…

  3. How Gender Conscious Pedagogy in Higher Education Can Stimulate Actions of Social Justice in Society

    Directory of Open Access Journals (Sweden)

    Ann-Katrin Witt

    2014-05-01

    Full Text Available In order to reflect about methods that can generate social justice and democratization, this article emphasises on practical implementations, connected to gender conscious pedagogy. Gender conscious pedagogy aims at overcoming the myth of objectivity, and by questioning through teaching what is considered as common sense and ‘normal’. This entails acting and reflecting on breakthroughs, for example about an understanding of how gender codes influence everyday instances as well as working life. The collected data is based on narratives from alumni students who were asked to memorise and reflect on their gender studies and particularly about how useful this type of knowledge is in connection with everyday and working life - as politician, lecturer, IT-manager, doctoral student etc. The aim of this article is to focus on how teachers support students to be gender confident and as a consequence of that, becoming gender actors outside the university, in working life. Some central questions are: how are gender issues represented and integrated in the different areas of studies; what can teachers do in order to generate equality in the classroom; in what way and how are students given possibilities of understanding, internalizing and discussing gender issues.

  4. The integration of creative drama into science teaching

    Science.gov (United States)

    Arieli, Bracha (Bari)

    This study explored the inclusion of creative drama into science teaching as an instructional strategy for enhancing elementary school students' understanding of scientific concepts. A treatment group of sixth grade students was taught a Full Option Science System (FOSS) science unit on Mixtures and Solutions with the addition of creative drama while a control group was taught using only the FOSS teaching protocol. Quantitative and qualitative data analyses demonstrated that students who studied science through creative drama exhibited a greater understanding of scientific content of the lessons and preferred learning science through creative drama. Treatment group students stated that they enjoyed participating in the activities with their friends and that the creative drama helped them to better understand abstract scientific concepts. Teachers involved with the creative drama activities were positively impressed and believed creative drama is a good tool for teaching science. Observations revealed that creative drama created a positive classroom environment, improved social interactions and self-esteem, that all students enjoyed creative drama, and that teachers' teaching style affected students' use of creative drama. The researcher concluded that the inclusion of creative drama with the FOSS unit enhanced students' scientific knowledge and understanding beyond that of the FOSS unit alone, that both teachers and students reacted positively to creative drama in science and that creative drama requires more time.

  5. Legislation and Educational Change: The Struggle for Social Justice and Quality in China's Compulsory Schooling

    Science.gov (United States)

    Law, Wing-Wah

    2007-01-01

    Whether a law can bring about change has been an important topic of debate in the literatures of law, sociology and education. With reference to the 2006 revision of compulsory schooling legislation in China, this article examines the functions and limits of the use of law to effect educational change. It explores why and how China continues to…

  6. Technology: Education-Justice: Care or Thoughts on Reading Carol Gilligan.

    Science.gov (United States)

    Kerr, Stephen T.

    1990-01-01

    Discussion of the role of technology in education highlights the ways gender may influence the application of technology in schools. Feminist psychology (Gilligan et al.) is examined, male influence on the literature in the fields of educational technology and instructional design is examined, and new ways to think about technology and schools are…

  7. Social Justice: Principals' Perceptions of Their Own Preparedness with Special Education Administration

    Science.gov (United States)

    Williams, Kimberly A.

    2015-01-01

    Principals are responsible for supervising the educational and legal requirements for their students who have been identified with special education needs, yet they have not necessarily been specifically trained to do so. The research reviewed in this dissertation suggests that building administrators are often placed in situations in which they…

  8. Intersections of Organizational Justice and Identity under the New Policy Direction: Important Understandings for Educational Leaders

    Science.gov (United States)

    Poole, Wendy L.

    2008-01-01

    The application of market-based principles to school management and the onset of heavy-handed accountability represent a new policy direction in education. The new policy direction has led to a reconceptualization of the purpose of education, the redesign of teaching work and attempts to manage teacher identities to align them with the new…

  9. When Care Trumps Justice: The Operationalization of Black Feminist Caring in Educational Leadership

    Science.gov (United States)

    Bass, Lisa

    2012-01-01

    In this study, I discuss the benefits of Black feminist caring (BFC) in educational leadership. I suggest that the ethic of care in educational leadership is a manifestation of strength when serving disadvantaged student populations. This article is based on a qualitative, exploratory, multicase study that examines the ethic of care in the…

  10. R.S. Peters and Jurgen Habermas: Presuppositions of Practical Reason and Educational Justice

    Science.gov (United States)

    Martin, Christopher

    2009-01-01

    The contribution of philosophical ethics to the development of a just conception of education becomes increasingly complex under modern conditions of democratic pluralism. This is because the justification of moral policies for education faces the skeptical challenge of showing how the substantive moral principles upon which a policy rests do not…

  11. Music and Drama in Primary Schools in the Madeira Island--Narratives of Ownership and Leadership

    Science.gov (United States)

    Mota, Graça; Araújo, Maria Jose

    2013-01-01

    A three-year-case study funded by the Foundation for Science and Technology (FCT) from the Portuguese Ministry of Science, Technology and Higher Education was designed to study a 30-year project of music and drama in primary schools in Madeira. This article reports on the narratives of the three main figures in the project as they elaborate on its…

  12. Teachers' Reconceptualization of Young Children's Identities and Abilities through Research-Based Drama Professional Development

    Science.gov (United States)

    Kilinc, Sultan; Chapman, Kathryn; Kelley, Michael F.; Adams, Korbi; Millinger, Jenny

    2016-01-01

    This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) program transformed preschool teachers' reconceptualization of children's learning identities and abilities. The EYEPlay PD model was a yearlong program, which integrated drama strategies into literacy practices within classroom contexts.…

  13. Erikson's Theory of Psycho-Social Development: The Socialization of Developmental Drama.

    Science.gov (United States)

    Woodruff, Marci

    1982-01-01

    Juxtaposes Erikson's theory of psychosocial development with Goldberg's concept of developmental drama. Suggests that research in this area could (1) strengthen the skills of directors, playwrights, and pedagogues and (2) offer educators and administrators a scientifically valid case for the value of children's theater in the schools. (PD)

  14. Gaining Views from Pupils with Autism about Their Participation in Drama Classes

    Science.gov (United States)

    Loyd, Daisy

    2015-01-01

    Pupils with autism (aged 16-18) were interviewed as part of a study examining the participation of individuals with autism in drama education. This paper reflects on the approaches devised to gain views from ten pupils with autism who communicated in different ways. The procedure for gaining views from the pupils is explained, and the views they…

  15. The effect of creative drama method on the attitude towards course: A meta-analysis study

    Directory of Open Access Journals (Sweden)

    Çetin TORAMAN

    2016-04-01

    Full Text Available The purpose of this study is both to gather the experimental studies which investigate the effect of creative drama on the attitudes of students towards the courses and to synthesize the findings of these studies. The studies within the scope of this current research were obtained from various databases such as “ProQuest Citations, Council of Higher Education National Thesis Center, Google Scholar, EBSCO, Taylor & Francis Online, Ebscohost, ERIC and Science Direct” by using keywords like drama, creative drama, creative drama method, attitude and attitude towards course. From the database searches, a total of 30 studies (12 articles, 16 master’s theses and two doctoral dissertations which examined the effect of creative drama method on students’ attitudes towards different courses and which were in accordance with the criteria for the meta-analysis, were obtained. The data were analyzed by using the “Comprehensive Meta-Analysis (CMA” and “Data Analysis and Statistical Software (STATA” programs. As the studies included in the meta-analysis distributed heterogeneously, the effect size of the studies were calculated by applying random effects model. According to the results of this study, it was identified that creative drama method positively affected the attitudes of students towards the courses. In the experimental studies, the differences in students’ attitudes towards their courses were investigated in the direction of moderator variables. Among these moderator variables, not only the period of experimental process, but also the educational level of the participants who were implemented the experimental applications created a significant difference in the effect size, whereas the other variables did not have a significant difference.

  16. Towards an Education for Social Justice: Ethics Applied to Education. New International Studies in Applied Ethics. Volume 7

    Science.gov (United States)

    Cotton, Tony, Ed.

    2012-01-01

    This book challenges educators to envisage an education system which sees as its goal a more socially just world. It explores the question of how education, both formal and informal, can positively impact on all pupils' life chances and life experiences. The contributors to the book take the view that access to an equitable education for all is a…

  17. Mobile Urban Drama - Setting the Stage with Location Based Technologies

    DEFF Research Database (Denmark)

    Hansen, Frank Allan; Kortbek, Karen Johanne; Grønbæk, Kaj

    2008-01-01

    This paper introduces the novel concept of location-based Mobile Urban Dramas. In a Mobile Urban Drama the user become the main character in a play where actors’ voices appear in the mobile phone headset linked to the physical setting in the city as the stage for the drama. The paper describes...

  18. Using Drama To Enhance the Reading of Narrative Texts.

    Science.gov (United States)

    Hertzberg, Margery

    The language of drama (movement, sound, and energy) is as old as drama itself. Its place within a multiliteracies framework needs to be articulated because drama is another medium that can be used to help students interpret and communicate the meanings of themes in narrative texts (Pascoe, 1999; Wagner, 1998). The process of enactment enables…

  19. A Multimodal Discourse Analysis of a Yoruba Song-Drama

    Science.gov (United States)

    Olateju, Moji. A.

    2015-01-01

    This paper presents a multimodal discourse analysis of a story that has been turned into a Yoruba song-drama, highlighting the ideational, interpersonal and textual aspects of the song-drama. The data is a short song-drama meant to teach children importunity, determination and hard work through persistence. The multimodal and narrative conventions…

  20. Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

    Science.gov (United States)

    Bulut, Neslihan

    2016-01-01

    The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…

  1. Sex Education Justice: A Call for Comprehensive Sex Education and the Inclusion of Latino Early Adolescent Boys

    Science.gov (United States)

    Kouyoumdjian, Claudia; Guzman, Bianca L.

    2013-01-01

    Many sex education programs do not conceptualize adolescent sexuality as a normative process of development, thus sexuality is not part of a holistic picture of health education.The current project examines the multiple determinants of adolescent boys' sexual behaviors in the context of developing sex education. Limited research has examined the…

  2. Sex Education Justice: A Call for Comprehensive Sex Education and the Inclusion of Latino Early Adolescent Boys

    Science.gov (United States)

    Kouyoumdjian, Claudia; Guzman, Bianca L.

    2013-01-01

    Many sex education programs do not conceptualize adolescent sexuality as a normative process of development, thus sexuality is not part of a holistic picture of health education.The current project examines the multiple determinants of adolescent boys' sexual behaviors in the context of developing sex education. Limited research has examined…

  3. Sexuality Education: Implications for Health, Equity, and Social Justice in the United States

    Science.gov (United States)

    Elia, John P.; Tokunaga, Jessica

    2015-01-01

    Purpose: The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a…

  4. The "State of Exception" and Disaster Education: A Multilevel Conceptual Framework with Implications for Social Justice

    Science.gov (United States)

    Preston, John; Chadderton, Charlotte; Kitagawa, Kaori

    2014-01-01

    The term "state of exception" has been used by Italian political theorist Giorgio Agamben to explain the ways in which emergencies, crises and disasters are used by governments to suspend legal processes. In this paper, we innovatively apply Agamben's theory to the way in which countries prepare and educate the population for various…

  5. Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program

    Science.gov (United States)

    Snow, Kathy

    2016-01-01

    Sustainable pre-service teacher education is needed to encourage academic success for under-represented populations, through both culturally responsive and alternative programming options (Carr-Stewart, Balzer, & Cottrell, 2013). In 2013, the Western Canadian University that served as the basis for this case study, implemented a blended…

  6. Care & Advocacy: Narratives from a School for Immigrant Youth. Educational Leadership for Social Justice

    Science.gov (United States)

    Bennett, Jo

    2012-01-01

    This is a book of oral narratives, collected from participants at a school created for first-generation, immigrant youth. The narrations from the students, teachers, administration, professional staff, and support personnel document the power of caring relationships in an educational setting. The narratives underscore the importance of teachers,…

  7. Reforms in Higher Education in the Russian Federation: Implications for Equity and Social Justice

    Science.gov (United States)

    Zajda, Joseph

    2007-01-01

    One of the major changes in the higher education sector in the new Russia involved restructuring, decentralization, and privatization, which affected traditional ex-Soviet universities and college. These reforms were brought on by shifting politico-economic imperatives in governance, globalization, and market forces. The second and unforeseen…

  8. The Quest for Cognitive Justice: Towards a Pluriversal Human Rights Education

    Science.gov (United States)

    Zembylas, Michalinos

    2017-01-01

    This paper turns to the work of the Portuguese sociologist Boaventura de Sousa Santos and explores how a set of concepts he developed over the years may constitute valuable tools in the task of decolonising and pluriversalising Human Rights Education (HRE). Informed by decolonial theory, Santos highlights that the struggle for global social…

  9. Sexuality Education: Implications for Health, Equity, and Social Justice in the United States

    Science.gov (United States)

    Elia, John P.; Tokunaga, Jessica

    2015-01-01

    Purpose: The purpose of this paper is to examine how school-based sexuality education has had a long and troubled history of exclusionary pedagogical practices that have negatively affected such populations as lesbian, gay, bisexual, trans, queer (LGBTQ) individuals, people of color, and the disabled. The social ecological model is introduced as a…

  10. Connecting SLCE with Sustainability in Higher Education: Cultivating Citizens with an Ecocentric Vision of Justice

    Science.gov (United States)

    Wright, Catherine; Keel, Melanie; Fleurizard, Tyrone

    2017-01-01

    An important future direction for service-learning and community engagement (SLCE) is to collaborate with the sustainability in higher education (SHE) movement. SHE is a diverse, transdisciplinary area of inquiry and practice that seeks to help lead efforts to create a "thriving, equitable and ecologically healthy world." When SLCE…

  11. What the U.S. Could Learn from South Africa about Education and Social Justice

    Science.gov (United States)

    Books, Sue; Ndlalane, Thembi

    2011-01-01

    Educational policy and practice has resided and continues to reside at the vortex of social and political strife in South Africa, as in the United States. Although school poverty and inequities among schools in the U.S. pale in comparison to conditions in South Africa, the two nations have much in common, including histories of state-sanctioned…

  12. Challenging the Hegemony that Rocks the Cradle: An Education for Hope, Justice, and Democracy

    Science.gov (United States)

    O'Brien, Leigh

    2013-01-01

    The author of this article reflects on a study in which she and her two colleagues, teacher educators all, examined prospective students' college applications to gain insight into the discourses with which students entered two early childhood teacher certification programs. They then built on these findings to hypothesize how the identified…

  13. Theorising Education and Learning in Social Movements: Environmental Justice Campaigns in Scotland and India

    Science.gov (United States)

    Scandrett, Eurig; Crowther, Jim; Hemmi, Akiko; Mukherjee, Suroopa; Shah, Dharmesh; Sen, Tarunima

    2010-01-01

    There is a need for a theoretical understanding of education and learning in social movements which takes into consideration the diverse ways in which learning occurs as well as the social, economic and ecological conditions in which movements emerge. These material conditions set opportunities and constraints for the generation and distribution…

  14. Quality, Social Justice and Accountability in Education Worldwide. BCES Conference Books, Volume 13. Number 1

    Science.gov (United States)

    Popov, Nikolay, Ed.; Wolhuter, Charl, Ed.; Ermenc, Klara Skubic, Ed.; Hilton, Gillian, Ed.; Ogunleye, James, Ed.; Niemczyk, Ewelina, Ed.

    2015-01-01

    The Annual International Conference of the Bulgarian Comparative Education Society is now running in its thirteenth year. From its modest beginnings thirteen years ago, to its impressive size today, a tradition has been the production of a conference book, consistently launched on the first day of the conference each year. This year, Volume 13 of…

  15. Thinking Exit at Entry: Exploring Outcomes of Georgia's Juvenile Justice Educational Programs

    Science.gov (United States)

    Rissler, Ed; O'Rourke, Tom

    2009-01-01

    Educational programs are often considered the last opportunity for an incarcerated youth to prepare for successful transition into society. While there is considerable literature identifying and describing the characteristics of youth and program services for youth in correctional facilities, it is important to gain a better understanding of…

  16. Advancing the Boundaries of Urban Environmental Education through the Food Justice Movement

    Science.gov (United States)

    Crosley, Katie Lynn

    2013-01-01

    As cities and urban areas increasingly become the locus for contemporary society, there is a growing necessity for environmental education to adapt to meet the challenges and needs of an urbanized world. A key part of this adaptation means acknowledging the nuanced legacy of environmental and social injustices involved in the growth and…

  17. Drama is the powerful magic in lanugage teaching——Impression on the Drama Class in Canada

    Institute of Scientific and Technical Information of China (English)

    杨学兰

    2008-01-01

    Drama as a new concept to be a teaching strategy has the power magic to improve students' language learning, it can create the students'imagination, it can develop the students'cooperation and creative ability, it can show their empathize about others, it's a dramatic arts approach. The students are not only inside Drama, but also inside the language of Drama.

  18. Drama is the powerful magic in lanugage teaching——Impression on the Drama Class in Canada

    Institute of Scientific and Technical Information of China (English)

    Yang Xuelan

    2009-01-01

    Drama as a new concept to be a teaching strategy has the power magic to improve students'language learning, it can create the students'imagination, it can develop the students' cooperation and creative ability, it can show their empathize about others, it'a dramatic arts approach. The students are not only inside Drama, but also inside the language of Drama.

  19. Urban teens and young adults describe drama, disrespect, dating violence and help-seeking preferences.

    Science.gov (United States)

    Martin, Caitlin Eileen; Houston, Avril Melissa; Mmari, Kristin N; Decker, Michele R

    2012-07-01

    Adolescent dating violence is increasingly recognized as a public health problem. Our qualitative investigation sought input from urban, African-American adolescents at risk for dating violence concerning (Tjaden and Thoennes in Full report of the prevelance, incidence, and consequences of violence against women: findings from the national violence against women survey. US Department of Justice, Washington, DC, 2000) dating violence descriptions, (WHO multi-country study on women's health and domestic violence against women: Summary report of initial results on prevalence, health outcomes and women's responses. World Health Organization, Geneva, 2005) preferences for help-seeking for dating violence, and (Intimate partner violence in the United States. Bureau of Justice Statistics, US Department of Justice, Office of Justice Programs, Washington, DC, 2007) recommendations for a teen dating violence resource center. Four focus groups were conducted with urban, African American adolescents (n = 32) aged 13-24 recruited from an urban adolescent clinic's community outreach partners. Qualitative analysis was conducted. Participants assigned a wide range of meanings for the term "relationship drama", and used dating violence using language not typically heard among adults, e.g., "disrespect". Participants described preferences for turning to family or friends before seeking formal services for dating violence, but reported barriers to their ability to rely on these informal sources. When asked to consider formal services, they described their preferred resource center as confidential and safe, with empathetic, non-judgmental staff. Teens also gave insight into preferred ways to outreach and publicize dating violence resources. Findings inform recommendations for youth-specific tailoring of violence screening and intervention efforts. Current evidence that slang terms, i.e., "drama", lack specificity suggests that they should not be integrated within screening protocols

  20. Césio-137, um drama recontado

    Directory of Open Access Journals (Sweden)

    Suzane de Alencar Vieira

    2013-01-01

    Full Text Available O acidente radiológico com césio-137, desencadeado na cidade de Goiânia no ano 1987, não se encerra com o fim da contaminação radiológica e se estende a um processo judicial, médico-científico e narrativo de identificação e reconhecimento de novas vítimas. O drama ocupa um lugar central na dinâmica do evento radiológico ao estender seus limites, modular sua intensidade e atualizá-lo a cada nova narrativa. A etnografia, enquanto uma narrativa sobre o evento, incorpora e atualiza o drama como marco da análise e da descrição do tema e é também absorvida no processo dramático. O césio-137, drama recontado é um experimento textual dessa pesquisa e busca relatar uma história baseada em personagens e acontecimentos reais extraídos de depoimentos reportados em diversas narrativas sobre o acidente radiológico.The radiological accident with Cesium-137, which started on Goiania in 1987, did not stop with the end of radiological contamination and continues in a judicial, scientific and narrative process of identification and recognition of new victims. The drama occupies a central place on the dynamics of radiological event, as it extends its limits, inflects its intensity and updates the event. As a narrative of the event, the ethnography incorporates and brings up to date the drama as an analysis landmark and the description of the theme as it is absorbed by a dramatic process. cesium-137, a drama recounted is a textual experimentation based on real events and characters picked out from statements reported in various narratives about the radiological accident.

  1. Social Justice and Political Orthodoxy

    Science.gov (United States)

    Lukianoff, Greg

    2007-01-01

    Since 2003, the Teachers College of Columbia University has maintained a policy of evaluating students based on their "commitment to social justice." Before last summer, Columbia could blame the National Council for Accreditation of Teacher Education, the main accrediting body for schools of education, for those evaluation criteria. The…

  2. LESSONS ON SOCIAL JUSTICE: A PEDAGOGICAL REFLECTION ON THE EDUCATIONAL MESSAGE OF THE BOXTROLLS

    Directory of Open Access Journals (Sweden)

    Anna Odrowaz-Coates

    2016-08-01

    Full Text Available The author engages critical media education and norm-critical pedagogy to map out possible methods of critical engagement of students during interpretation of the pedagogical facets of The Boxtrolls (film - 2014. The paper discusses rich analytical material that may be explored by employing The Boxtrolls story. The paper considers the application of social theories in an exploration of the film. Freirean critical consciousness may help to expose conflict, power distribution, social stigma and social divisions. Social structures of oppression, politics of exclusion, masses ruled by fear, prejudice, misunderstanding and violence are explored using the theoretical frameworks of M. Foucault, B. Bourdieu, Z. Bauman and R. Braidotti. The moral values depicted in the film are set against excessive consumption, class divisions, selfishness and deficient parental skills; these are analysed as educational tools for all scholastic levels. Evil is punished and values of friendship, trust, cohesion and cooperation (key ingredients of social capital are victorious. There is also the opportunity for redemption and social rehabilitation, revealing the complexity of humans and their intersectional positioning. Whilst the human condition and the story are universal, the means of conveying the message reflect technological and societal change.

  3. 教育公正与个体发展相互融合的可能性及其实现途径%The Possibility to Integration of Education Justice and Individual Development and Relevant Implementing Approaches

    Institute of Scientific and Technical Information of China (English)

    钟震颖; 余沁芳

    2014-01-01

    Education justice is the important branch in social justice system and the important founda-tion to create an atmosphere of social justice,to achieve a more comprehensive and extensive social jus-tice.In the process of pursuing education justice,individual personalized development is related to it. Solving the problems between the two is helpful to achieve the goals of education justice and individual development.According to the study,important measures to realize the integration of education justice and individual development can be taken by adjusting public policy to promote the policy justice and e-qual opportunity,respecting the individual's right to education,upholding diversity education idea and so on.%教育公正既是社会公正体系中的重要分支与延伸,又是营造社会公正氛围,实现更全面、更广泛社会公正的重要基础。在追求教育公正的过程中,个体的个性化发展需求与教育公正存在相关关系,努力解决两者之间存在的问题,有助于教育公正和个体发展双重目标的实现。研究得出,调整公共政策,促进政策公正和机会均等;尊重个体的受教育权利;秉持差异性发展教育理念等,是实现教育公正和个体发展相互融合的重要保障措施。

  4. Mental Images towards the Concept of Drama

    Science.gov (United States)

    Pekdogan, Serpil; Korkmaz, Halil Ibrahim

    2016-01-01

    The aim of this study is to examine the mental images of preschool teacher candidates related to the concept of drama via metaphors. We questioned these questions; "What are the metaphors or mental images of teacher candidates?," "Under which conceptual categories are these metaphors or mental images can be collected?" and…

  5. Pedagogy, Process Drama, and Visual Anthropology.

    Science.gov (United States)

    Jensen, Amy Petersen; Ashworth, Julia

    2003-01-01

    Notes that media shapes the way young people contextualize their world. Suggests that process drama could be a pedagogical forum where theater practitioners and young people could use dramatic tools to explore the form and content of the omnipresent media in its historical, social, political, and personal contexts. Provides examples of what this…

  6. Danish TV Drama: Production, Audiences and Texts

    DEFF Research Database (Denmark)

    Jacobsen, Ushma Chauhan; Jensen, Pia Majbritt

    calls for alternative explanations. This special issue wants to investigate the Danish television drama as an empirical object of analysis because its rise to international fame can shed light on recent changes and developments within the international television landscape and industry and within...

  7. Newspaper Twitter: Applied Drama and Microblogging

    Science.gov (United States)

    Wotzko, Rebecca

    2012-01-01

    This paper discusses the use of applied drama within the microblogging platform "Twitter" as a method to increase students' social media and news literacy. Online news sites are increasingly using "Twitter" as a source for eyewitness accounts of events or public opinion. "Twitter" offers users a simple way to publicly…

  8. Pedagogy, Process Drama, and Visual Anthropology.

    Science.gov (United States)

    Jensen, Amy Petersen; Ashworth, Julia

    2003-01-01

    Notes that media shapes the way young people contextualize their world. Suggests that process drama could be a pedagogical forum where theater practitioners and young people could use dramatic tools to explore the form and content of the omnipresent media in its historical, social, political, and personal contexts. Provides examples of what this…

  9. Life of Drama on the shoulder pole

    Institute of Scientific and Technical Information of China (English)

    wuwei

    2003-01-01

    It is the charm of this age-old genre of drama and nostalgia for childhood pleasure that drove me to wuqiao,“hometown of acrobatics”400 kilometers away from Beijing,In a village about 20 kilometers distant from the town I found Zhang Guixuan,an old man who has played shoulderpole show all his lifetime

  10. Drama workshops as part of a personal development

    Directory of Open Access Journals (Sweden)

    Alenka Vidrih

    2008-12-01

    Full Text Available The here presented Performance method of drama workshops was developed on basis of professional staging (actress, singer, working with people (mentor, trainer, permanent learning, research and analyses of the use of voice and body language on the exposed stage in interpersonal communication and exploration of positive effects of an individual being part of such a creative process. It has been tested working with people of diverse backgrounds and mixed interest groups. The experience and knowledge acquired from drama workshops serve an individual as an aid of overcoming obstacles, developing survival strategies, better understanding and accepting of oneself and surroundings and designing the desired interaction patterns. This enables the participants to take over the responsibility to improve their quality of life. On the area of education (where motivation and interaction are crucial elements of knowledge transmission  as well as working with vulnerable groups, we have come to a conclusion that the way these workshops work helps participants recognizing their own and unfamiliar behavior patterns – seeing themselves and other from a different perspective, neutralizing tension in interpersonal and professional relationships. Participants experience own expressive and creative potential. Believing in their own possibilities and creativity, it increases faith in life, which offers the feeling of personal fulfillment. Findings have been collected on basis of evaluations, questionnaires, discussions, in-depth discussions, diary entries, work in groups and video footages (with permission of the participants.

  11. On the Possibility of Implementing Educational Justice in Chinese University%正义意蕴中的大学教育——大学教育正义实施可能性之探析

    Institute of Scientific and Technical Information of China (English)

    吉国宾; 赵新生

    2012-01-01

    当前,大学作为科学知识理论的最高殿堂,其学术性与教育性双重结合的组织特性,决定了它在促进我国正义发展中起着关键性的作用。因此,它力图从特殊的正义——教育正义出发,通过营造公正合理的教育氛围、强化向善爱人的人本教育、完善现代公民权利教育三个方面来探讨在我国大学实施教育正义的可能性,为推动我国社会正义的实施提供一些参考性的认识。%As the supreme palace of scientific knowledge and theories, universities have played a key role in promoting the development of justice in China. Therefore, this paper begins with the educational justice and explores the possibility of implementing educational justice in universities from aspects of shaping the educational atmosphere of justice, strengthe ning the humanistic education of benevolence and love, and improving the education of modern civil rights in order to offer some reference for promoting the implementation of social justice in China.

  12. An Empirical Study of the Conceptualization of Overall Organizational Justice and Its Relationship with Psychological Empowerment, Organizational Commitment and Turnover Intention in Higher Education

    Science.gov (United States)

    Tsai, Markus Chia-Han

    2012-01-01

    Traditionally, organizational justice has been conceptualized by differentiating the construct into distributive, procedural and interactional justice. In recent years, some researchers have suggested that treating organizational justice as one concept may be a better approach, since the distributive, procedural and interactional justice have…

  13. Values and religiosity as predictors of engagement in social justice.

    Science.gov (United States)

    Torres-Harding, Susan R; Carollo, Olivia; Schamberger, Antú; Clifton-Soderstrom, Karl

    2013-01-01

    Some researchers have suggested that values, including religious values and motivations, might facilitate social justice work. Individuals might view social justice work as an expression of religious beliefs, values, and practices, or as an expression of their personal morals and values. The current study examined the role of religious variables and secular values to predict attitudes, intentions to engage in social justice, perceived norms around social justice, and perceived ability to engage in social justice within a culturally and religiously diverse student population. Implications of the study results for social justice education are presented and discussed.

  14. Social Justice: An Historical and Philosophical Perspective

    Science.gov (United States)

    Stoll, Sharon Kay

    2011-01-01

    Social justice in education concerns three questions: whom do we teach, what do we teach, and how do we teach? In this article the author briefly discusses social justice and its related concepts, its historical underpinnings, the social climate that brought about social change, and its effect on teaching physical activity. She also gives personal…

  15. Ideological Repositioning: Race, Social Justice, and Promise

    Science.gov (United States)

    Hodge, Samuel R.

    2014-01-01

    In this paper, I engage in discourse centrally located in the ideology of race in the United States of America juxtaposed to social justice with promise for tomorrow in higher education and beyond. I assert that social justice in kinesiology requires that once hired, retaining, securing tenured status, and promoting faculty of color means having…

  16. Effect of an injury awareness education program on risk-taking behaviors and injuries in juvenile justice offenders: a retrospective cohort study.

    Directory of Open Access Journals (Sweden)

    Kwok M Ho

    Full Text Available BACKGROUND: Risk-taking behavior is a leading cause of injury and death amongst young people. METHODOLOGY AND PRINCIPAL FINDINGS: This was a retrospective cohort study on the effectiveness of a 1-day youth injury awareness education program (Prevent Alcohol and Risk-related Trauma in Youth, P.A.R.T.Y. program in reducing risk taking behaviors and injuries of juvenille justice offenders in Western Australia. Of the 3659 juvenile justice offenders convicted by the court magistrates between 2006 and 2010, 225 were referred to the P.A.R.T.Y. education program. In a before and after survey of these 225 participants, a significant proportion of them stated that they were more receptive to modifying their risk-taking behavior (21% before vs. 57% after. Using data from the Western Australia Police and Department of Health, the incidence of subsequent offences and injuries of all juvenile justice offenders was assessed. The incidence of subsequent traffic or violence-related offences was significantly lower for those who had attended the program compared to those who did not (3.6% vs. 26.8%; absolute risk reduction [ARR] = 23.2%, 95% confidence interval [CI] 19.9%-25.8%; number needed to benefit = 4.3, 95%CI 3.9-5.1; p = 0.001, as were injuries leading to hospitalization (0% vs. 1.6% including 0.2% fatality; ARR = 1.6%, 95%CI 1.2%-2.1% and alcohol or drug-related offences (0% vs. 2.4%; ARR 2.4%, 95%CI 1.9%-2.9%. In the multivariate analysis, only P.A.R.T.Y. education program attendance (odds ratio [OR] 0.10, 95%CI 0.05-0.21 and a higher socioeconomic background (OR 0.97 per decile increment in Index of Relative Socioeconomic Advantage and Disadvantage, 95%CI 0.93-0.99 were associated with a lower risk of subsequent traffic or violence-related offences. SIGNIFICANCE: Participation in an injury education program involving real-life trauma scenarios was associated with a reduced subsequent risk of committing violence- or traffic

  17. Ecopedagogy in the Age of Globalization: Educators' Perspectives of Environmental Education Programs in the Americas Which Incorporate Social Justice Models

    Science.gov (United States)

    Misiaszek, Gregery William

    2011-01-01

    Ecopedagogy is defined in this research as transformative environmental education which critically and dialectically deconstructs how social conflicts and environmental (socio-environmental) devastation are connected. Understanding these connections is necessary because environmental destructive actions are inherently political--benefiting some…

  18. Educating for Social Justice: Perspectives from Library and Information Science and Collaboration with K-12 Social Studies Educators

    Science.gov (United States)

    Naidoo, Jamie Campbell; Sweeney, Miriam E.

    2015-01-01

    Library and Information Science (LIS) as a discipline is guided by core values that emphasize equal access to information, freedom of expression, democracy, and education. Importantly, diversity and social responsibility are specifically called out as foundations of the profession (American Library Association, 2004). Following from this, there…

  19. Ecopedagogy in the Age of Globalization: Educators' Perspectives of Environmental Education Programs in the Americas Which Incorporate Social Justice Models

    Science.gov (United States)

    Misiaszek, Gregery William

    2011-01-01

    Ecopedagogy is defined in this research as transformative environmental education which critically and dialectically deconstructs how social conflicts and environmental (socio-environmental) devastation are connected. Understanding these connections is necessary because environmental destructive actions are inherently political--benefiting some…

  20. A Measure of the Quality of Educational Leadership Programs for Social Justice: Integrating LGBTIQ Identities into Principal Preparation

    Science.gov (United States)

    O'Malley, Michael P.; Capper, Colleen A.

    2015-01-01

    Purpose: The purpose of this study is to investigate how aspiring principals in the United States are prepared for social justice leadership, by focusing particular attention on equitable leadership for lesbian, gay, bisexual, transgender, intersex, and questioning (LGBTIQ) persons as a measure of the preparation program's commitment to social…

  1. Workplace Bullying and Its Influence on the Perception of Organizational Justice and Organizational Citizenship Behavior in Higher Education

    Science.gov (United States)

    Mourssi-Alfash, Mohamed F.

    2014-01-01

    Most studies in the literature on workplace bullying concentrated on identifying the characteristics of who the bully and the bullied are, bullying behaviors and acts, and the effects of these bullying practices. However, there is not much in the literature about the perception of organizational justice and organizational citizenship behavior…

  2. Special Education and Juvenile Justice: An Overview and Analysis of Prevention and Intervention Policy and Program Developments

    Science.gov (United States)

    Ohio Coalition for the Education of Children with Disabilities, 2006

    2006-01-01

    There is a serious overpopulation of special needs youth in Ohio's juvenile justice system. This study raises policy questions relating to gaining a deeper understanding of the reasons why there is an overpopulation of children with disabilities in youth correctional facilities and what can be done to reduce the need for future incarcerations.…

  3. Special Education and Juvenile Justice: An Overview and Analysis of Prevention and Intervention Policy and Program Developments

    Science.gov (United States)

    Ohio Coalition for the Education of Children with Disabilities, 2006

    2006-01-01

    There is a serious overpopulation of special needs youth in Ohio's juvenile justice system. This study raises policy questions relating to gaining a deeper understanding of the reasons why there is an overpopulation of children with disabilities in youth correctional facilities and what can be done to reduce the need for future incarcerations.…

  4. Workplace Bullying and Its Influence on the Perception of Organizational Justice and Organizational Citizenship Behavior in Higher Education

    Science.gov (United States)

    Mourssi-Alfash, Mohamed F.

    2014-01-01

    Most studies in the literature on workplace bullying concentrated on identifying the characteristics of who the bully and the bullied are, bullying behaviors and acts, and the effects of these bullying practices. However, there is not much in the literature about the perception of organizational justice and organizational citizenship behavior…

  5. Agency, Identity, and Social Justice Education: Preservice Teachers' Thoughts on Becoming Agents of Change in Urban Elementary Science Classrooms

    Science.gov (United States)

    Moore, Felicia M.

    2008-01-01

    Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers' emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward social justice. The study addresses two central questions pertaining to preservice teachers'…

  6. The Application of Drama Elements in the Clothing Design

    Institute of Scientific and Technical Information of China (English)

    乔振伟

    2013-01-01

    Chinese drama is an art form of Chinese traditional, and it’s a representation of Chinese soul. It uses the reference of the aesthetic features of the drama elements in clothing design, through analysis of drama ele-ments in the image and aesthetic features in modern clothing design’s practice and innovation. And it elaborates drama elements in the reality combining born, vivid design methods, demonstration of modern clothing design the innovation and reference in Chinese drama elements. We can draw that the aesthetic characteristics of the drama elements and modern clothing design are mutual penetration to each other. And we make creative prac-tice by using the aesthetics facial makeup.

  7. Juvenile Justice Bulletin: Aftercare Services. Juvenile Justice Practices Series.

    Science.gov (United States)

    Gies, Steve V.

    This bulletin examines aftercare services that provide youth with comprehensive health, education, family, and vocational services upon their release from the juvenile justice system. Aftercare can be defined as reintegrative services that prepare out-of-home placed juveniles for reentry into the community by reestablishing the necessary…

  8. EFFECTS OF CREATIVE DRAMA TECHNIQUE ON WRITING ANXIETY OF THE STUDENTS

    Directory of Open Access Journals (Sweden)

    Oğuzhan Sevim

    2013-06-01

    Full Text Available The aim of this study is to research the effects of creative drama technique on writing anxiety. Semi-experimental pattern with pretest-endtest control group was used in research. Test group of the study consists of 44 first class students who studying the firs intruction and control group of the study consists of 43 first class students who studying the second intruction from Atatürk University Kâzım Karabekir Education Faculty English Education Department. The data of the study were obtained with Writing Anxiety Scale (YKÖ prepared by Yaman (2010. Analysis of the data was used (unrelated t test and (related t test. The end of the study, it was understood that creative drama technique has a positive effect on the writing anxiety.

  9. Drama, Performance Ethnography, and Self-Esteem

    Directory of Open Access Journals (Sweden)

    Liam Antonelli

    2014-05-01

    Full Text Available Self-esteem affects learning, performance, self-worth, and quality of life, particularly in persons with dyslexia, or rather how students with dyslexia are mis/understood and supported. Dyslexia does not only affect literacy but also affects emotional well-being. Webb concludes that for children to feel successful, they need to become aware of their unique learning strengths to apply them effectively to strengthen weaknesses. Drama and Performance Ethnography (PE can be support strategies. Workshops were carried out with a group of adolescent youngsters with dyslexia. The aim was to provide a safe environment where they could find their voice and gain self-confidence through drama and PE to provide opportunities to address self-esteem and to provide insights for policies and practice. This article intends to listen to these youngsters’, also co-authors, and their parents’ narratives of this experience.

  10. The Impact of Curriculum Hierarchies on the Development of Professional Self in Teaching: Student-Teachers of Drama Negotiating Issues of Subject Status at the Interface between Drama and English

    Science.gov (United States)

    Pitfield, Maggie

    2013-01-01

    At the level of policy the relative "value" of subjects is determined by their official curriculum designation, creating a hierarchy of learning within which particular subjects are categorised as optional to the educational experience of young people. This situation is well-illustrated by the marginalised position of drama in the…

  11. [Drama in the teaching of rhetorical arts in French schools in the 15(th) and 16 (th) centuries].

    Science.gov (United States)

    Lavéant, Katell

    2012-01-01

    The importance of drama as pedagogic and didactic tool in the 15(th) and 16(th) century schools has long been ignored, and so has the role of theatrical practices in the education of young men in the context of urban sociability. Yet those two aspects can be analyzed thanks to numerous historical sources (municipal archives) and literary ones (plays contextualized thanks to archive data). Their study shows how often drama was used as a tool in the first stages of the training of men aspiring to start a career in rhetorical arts.

  12. Social Justice for Human Development

    Science.gov (United States)

    Jaramillo, Nathalia

    2010-01-01

    The topic of social justice in U.S. teacher education has a long and protracted history that harkens back to the civil rights movement of the mid-20th century, with its attendant legal rulings and constitutional amendments that sought to undo the legacy of discrimination against communities of color, women, and the poor. What is lost,…

  13. Social Justice for Human Development

    Science.gov (United States)

    Jaramillo, Nathalia

    2010-01-01

    The topic of social justice in U.S. teacher education has a long and protracted history that harkens back to the civil rights movement of the mid-20th century, with its attendant legal rulings and constitutional amendments that sought to undo the legacy of discrimination against communities of color, women, and the poor. What is lost,…

  14. GMOs and Global Justice

    DEFF Research Database (Denmark)

    Toft, Kristian Høyer

    2012-01-01

    claims to justice. This article investigates how GMOs might generate claims to global justice and what type of justice is involved. The paper argues that the debate on GMOs and global justice can be categorized into three views, i.e., the cosmopolitan, the pluralist, and the sceptic. The cosmopolitan...... on the premise that global cooperation on GMO production provides the relevant basis for assessing the use of GMOs by the standard of global distributive justice....

  15. Drama Performance: Its Impacts on Students'Proficiency in the EFL Outside the Classroom Setting

    Directory of Open Access Journals (Sweden)

    I Ketut Warta

    2002-01-01

    Full Text Available Abstract: Disability to function in oral and written English has been serious problems among students in higher education learning. This study is an attempt made to find out possible solutions to such problems through drama performance. The study is experimental in which subjects of different groups in the study were provided with different treatments. Data analysis show that students' performance level developed from basic to intermediate, from being marginal user to modest.

  16. Słowacki is writing a drama...

    Directory of Open Access Journals (Sweden)

    Marek Troszyński

    2010-01-01

    Full Text Available Słowacki pisze dramat... (Słowacki is writing a drama... is dedicated to dramatic fragments. By outnumbering Słowacki’s other works from the years 1839–1849, they determine the specificity of his entire work in this period and call for recognition as an overall phenomenon. On the basis of two works, the article presents unique issues related to these dramas. Walter Stadion is an example of a chaotic record which has seen diverse interpretative reconstructions by its editors. Książę Michał Twerski (Prince Mikhail Tversky provides insights into the poet’s writing technique and a possibility to confront the work’s text with his excerpts from historical works and his personal notes. In the last part, the analysis has been based on the terminology used in the research of Słowacki’s completed dramas (such as W. Szturc’s dramatic “istopes” or K. Ziemba’s miniature prefigurations. The term “fractal”, placed in reference to these notions, is a new proposal presented in the article, in which a description of the work’s formal structure is combined with higher levels of its meaning.

  17. DRAMA: an environment for distributed instrumentation software

    Science.gov (United States)

    Bailey, Jeremy A.; Farrell, Tony; Shortridge, Keith

    1995-06-01

    The DRAMA software environment has been developed at the Anglo-Australian Observatory to facilitate the development of instrument and telescope control systems. It is designed to run on a distributed system consisting of machines running a variety of operating systems including UNIX, VAX/VMS, and VxWorks. DRAMA builds on ideas from the ADAM system in use at a number of observatories. It is based on the concept of a `task' which is a software object which responds to messages requesting it to perform actions. The message system provides network transport using TCP/IP as well as optimized local transport for each machine. Messages are encoded using a self-defining hierarchical data system (SDS) which allows complex data structures while transparently handling differences in machine architecture. Tasks are coded using a standard event driven structure which can be used for applications ranging from low level real-time systems to user interfaces. The latter are developed using the Tcl/Tk package incorporated into DRAMA tasks.

  18. "Crows on the Wire": Intermediality in Applied Drama and Conflict Transformation--"Humanising" the Police in Northern Ireland

    Science.gov (United States)

    Jennings, Matt

    2016-01-01

    "Crows on the Wire" (COTW) is an intermedial project deploying applied theatre, educational drama and digital performance [Dixon, S. (2007). "Digital Performance: A History of New Media in Theatre, Dance, Performance Art and Installation." Cambridge, MA: MIT Press] to explore the recent history of the peace process in Northern…

  19. Enhancing Peer Acceptance of Children with Learning Difficulties: Classroom Goal Orientation and Effects of a Storytelling Programme with Drama Techniques

    Science.gov (United States)

    Law, Yin-kum; Lam, Shui-fong; Law, Wilbert; Tam, Zoe W. Y.

    2017-01-01

    Peer acceptance is an important facilitator for the success of inclusive education. The aim of the current study is twofold: (1) to examine how classroom goal orientation is associated with children's acceptance of peers with learning difficulties; and (2) to evaluate the effectiveness of a storytelling programme with drama techniques on…

  20. The Enactment of Metalearning Capacity: Using Drama to Help Raise Students' Awareness of the Self as Learner

    Science.gov (United States)

    Ward, S. C.; Connolly, R.; Meyer, J. H. F.

    2013-01-01

    This paper reports on a study that investigated understanding of learning amongst a cohort of students entering higher education by engaging them, via drama-based activities, with the process of their own learning (metalearning). The study combined Meyer's (2004) Reflections on Learning Inventory (RoLI) and Performance Based Research (PBR) in…

  1. Environmental Justice Is a Social Justice Issue: Incorporating Environmental Justice into Social Work Practice Curricula

    Science.gov (United States)

    Beltrán, Ramona; Hacker, Alice; Begun, Stephanie

    2016-01-01

    Social justice education for social work practice is concerned with addressing issues of power and oppression as they impact intersections of identity, experience, and the social environment. However, little focus is directed toward the physical and natural environment despite overwhelming evidence that traditionally marginalized groups bear the…

  2. The place of drama in science

    Science.gov (United States)

    Oreskes, N.; Lewandowsky, S.

    2016-12-01

    Title: The place of drama in scienceAbstract: Many climate scientists have been reluctant to speak strongly about climate change for fear of being viewed as alarmist or dramatic. Equating drama with bias and lack of objectivity, some consider that there is "no place for drama in science." Many scientists strive to present their findings in an undramatic manner that will not provoke a strong response in the reader. Several studies have demonstrated that climate scientists have tended to under-estimate and under-state the threat of climate change—what has been labelled "Erring on the Side of Least Drama" (ESLD) (Brysse et al., 2012). ESLD is a bias in science, one that leads us to under-predict outcomes and under-state threats. Downplaying alarming results in order to avoid provoking emotion in others is not objective. Under-predicting the severity of climate change can also be interpreted as an optimistic bias: it suggests that things are not as bad as they might be. A related phenomenon is when climate scientists and researchers in allied disciplines have expressed considerable optimism about unproven `breakthrough' technologies, such as carbon dioxide removal from the atmosphere, and their capacity to yield the net negative emissions that will likely be required to keep global temperature increases within the window agreed at Paris." The changes unfolding in the climate system are already significant, and threaten to become truly dramatic. What is our responsibility in this situation? Scientists should move neither toward nor away from drama, optimism or pessimism, but rather toward full and objective articulation of the entire range of scientific findings. Scientists should encourage the public and policy makers to mitigate the climate crisis, and to this end some optimism may be a legitimate motivating tool, but only insofar as it is evidence-based. Unless we find a way to satisfy those twin requirements, our legacy may be that we failed adequately to warn

  3. Community Building in Social Justice Work: A Critical Approach

    Science.gov (United States)

    Bettez, Silvia Cristina; Hytten, Kathy

    2013-01-01

    In this article we argue for the importance of building critical communities as an integral, yet neglected, aspect of education for social justice. We begin by defining critical communities and by describing goals and vision for social justice education. We then explore how community is discussed in the education literature, limitations and…

  4. Assessment for Social Justice: The Role of Assessment in Achieving Social Justice

    Science.gov (United States)

    McArthur, Jan

    2016-01-01

    This article provides a rationale for "assessment for social justice", through which a greater focus is given to the role of assessment in achieving the social justice aspirations of higher education. It takes inspiration from work on assessment for learning to propose that as assessment is a powerful driver of how and what students…

  5. Sharing our stories. Using an online encyclopaedia as the basis for a general education module on local history, creative writing and social justice

    Directory of Open Access Journals (Sweden)

    Graham Stewart

    2013-03-01

    Full Text Available Reading can ignite the narrative imagination of the first-year university student, provoking an exploration of cultural diversity, social justice and identity. Novels, plays, poetry and short stories can engage the reader more deeply than factual studies, and engender a thoughtful, responsive and responsible attitude towards society. A sense of social justice is fundamental to the development of good citizenship, and it has been argued that the study of creative writing, especially that which is embedded in local and regional history, provides a sound scaffolding for student learning experiences though related writing activities and debate. Online literary and historical encyclopaedias can provide an ideal information landscape for the development of learning modules that focus on local literature. A structured e-learning module may build on such online sources by assisting the student to navigate the abundant references and discover materials that may be probed more deeply through reading assignments, writing tasks and discussion. This paper presents a case study of the design and development of a general education learning module – “Sharing our stories” – intended to provide students with enriching encounters with local literature while advancing their academic reading and writing skills. The module draws on the content of the Encyclopaedia of South African Arts, Culture and Heritage (ESAACH which plays an integral part as a springboard to the exploration of local writing.

  6. Historicizing Mathematics and Mathematizing Social Studies for Social Justice: A Call for Integration

    Science.gov (United States)

    McGee, Ebony O.; Hostetler, Andrew L.

    2014-01-01

    Researchers and theorists in education have offered persuasive arguments and evidence documenting the need for, and benefits of, education for social justice. Despite these efforts the intersection of social justice with interdisciplinary curricular designs remains underexplored. This article argues that social justice education is enriched…

  7. Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia (Contribuciones de una perspectiva de justicia social para la formación de docentes de lenguas a los programas de desarrollo profesional en Colombia)

    Science.gov (United States)

    Sierra Piedrahita, Ana María

    2016-01-01

    In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in…

  8. Performing Identities through Drama and Teatro Practices in Multilingual Classrooms

    Science.gov (United States)

    Medina, Carmen L.; Campano, Gerald

    2006-01-01

    Drama is unique in providing an (inter)active context wherein participants can comprehend and stretch the limits of their day-to-day realities through the embodiment of critical reflection and both rehearsed and improvised action. The purpose of this article is to provide evidence from the authors' work as teachers, drama facilitators, and…

  9. Performing Identities through Drama and Teatro Practices in Multilingual Classrooms

    Science.gov (United States)

    Medina, Carmen L.; Campano, Gerald

    2006-01-01

    Drama is unique in providing an (inter)active context wherein participants can comprehend and stretch the limits of their day-to-day realities through the embodiment of critical reflection and both rehearsed and improvised action. The purpose of this article is to provide evidence from the authors' work as teachers, drama facilitators, and…

  10. Promotion of Scientific Literacy on Global Warming by Process Drama

    Science.gov (United States)

    Pongsophon, Pongprapan; Yutakom, Naruemon; Boujaoude, Saouma B.

    2010-01-01

    This project aims to investigate how process drama promotes scientific literacy in the context of global warming. Thirty-one lower (n = 24) and upper (n = 7) secondary students of one secondary school in Bangkok, Thailand participated in a seven-day workshop which process drama strategy was implemented. In the workshop, the students were actively…

  11. Television drama in the age of media convergence

    DEFF Research Database (Denmark)

    Agger, Gunhild; Mortensen, Mette

    2016-01-01

    Over the past decade, the emergence of digital media platforms has changed the production, distribution and recsption of television drama. The introduction maps the main lines in this development......Over the past decade, the emergence of digital media platforms has changed the production, distribution and recsption of television drama. The introduction maps the main lines in this development...

  12. Use of Drama Students as "Clients" in Teaching Abnormal Psychology.

    Science.gov (United States)

    Gilliland, Kirby

    1982-01-01

    Describes the use of drama students to role play subjects of case studies in simulations of standard interviews in a college-level abnormal psychology class. Graduate drama students role-played clients in interviews with instructors or student panels. After the interviews, class discussion covered alternative possible diagnoses and possible…

  13. Promotion of Scientific Literacy on Global Warming by Process Drama

    Science.gov (United States)

    Pongsophon, Pongprapan; Yutakom, Naruemon; Boujaoude, Saouma B.

    2010-01-01

    This project aims to investigate how process drama promotes scientific literacy in the context of global warming. Thirty-one lower (n = 24) and upper (n = 7) secondary students of one secondary school in Bangkok, Thailand participated in a seven-day workshop which process drama strategy was implemented. In the workshop, the students were actively…

  14. The design of a medical school social justice curriculum.

    Science.gov (United States)

    Coria, Alexandra; McKelvey, T Greg; Charlton, Paul; Woodworth, Michael; Lahey, Timothy

    2013-10-01

    The acquisition of skills to recognize and redress adverse social determinants of disease is an important component of undergraduate medical education. In this article, the authors justify and define "social justice curriculum" and then describe the medical school social justice curriculum designed by the multidisciplinary Social Justice Vertical Integration Group (SJVIG) at the Geisel School of Medicine at Dartmouth. The SJVIG addressed five goals: (1) to define core competencies in social justice education, (2) to identify key topics that a social justice curriculum should cover, (3) to assess social justice curricula at other institutions, (4) to catalog institutionally affiliated community outreach sites at which teaching could be paired with hands-on service work, and (5) to provide examples of the integration of social justice teaching into the core (i.e., basic science) curriculum. The SJVIG felt a social justice curriculum should cover the scope of health disparities, reasons to address health disparities, and means of addressing these disparities. The group recommended competency-based student evaluations and advocated assessing the impact of medical students' social justice work on communities. The group identified the use of class discussion of physicians' obligation to participate in social justice work as an educational tool, and they emphasized the importance of a mandatory, longitudinal, immersive, mentored community outreach practicum. Faculty and administrators are implementing these changes as part of an overall curriculum redesign (2012-2015). A well-designed medical school social justice curriculum should improve student recognition and rectification of adverse social determinants of disease.

  15. Watching the detectives: crime programming, fear of crime, and attitudes about the criminal justice system.

    Science.gov (United States)

    Kort-Butler, Lisa A; Sittner Hartshorn, Kelley J

    2011-01-01

    Research demonstrates a complex relationship between television viewing and fear of crime. Social critics assert that media depictions perpetuate the dominant cultural ideology about crime and criminal justice. This article examines whether program type differentially affects fear of crime and perceptions of the crime rate. Next, it tests whether such programming differentially affects viewers' attitudes about the criminal justice system, and if these relationships are mediated by fear. Results indicated that fear mediated the relationship between viewing nonfictional shows and lack of support for the justice system. Viewing crime dramas predicted support for the death penalty, but this relationship was not mediated by fear. News viewership was unrelated to either fear or attitudes. The results support the idea that program type matters when it comes to understanding people's fear of crime and their attitudes about criminal justice.

  16. Classical Greek Drama and its Contemporary Performance --about Antigone%Classical Greek Drama and its Contemporary Performance --about Antigone

    Institute of Scientific and Technical Information of China (English)

    张舒音

    2011-01-01

    1. Classical Greek drama Classical Greece is the period of brilliant achievement associating with the flowering of democracy in the Greek cities. Drama is one of the most splendid products of fifth-century BCE. Being expected to do more than just enterta

  17. A Sourcebook of Interdisciplinary Materials in American Drama: George Aiken, "Uncle Tom's Cabin" (1852). Showcasing American Drama.

    Science.gov (United States)

    Jiji, Vera, Ed.

    Prepared as part of a project aimed at redressing the neglect of American drama in college and secondary school programs of drama, American literature, and American studies, this booklet provides primary and secondary source materials to assist teachers and students in the study of George L. Aiken's dramatic adaptation of Harriet Beecher Stowe's…

  18. Variations of «Drama Historial» (Historical Drama in Lope de Vega

    Directory of Open Access Journals (Sweden)

    Joan Oleza Simó

    2013-10-01

    Full Text Available Starting from the presentation of the principles underlying the current research and that link it to previous studies —principles which deal with the concept and features of drama historial (historic drama in Lope de Vega—, the essay focuses on the distinction of two fundamental modes of drama historial: the commemoration of famous historical events on the one hand, and moral conflict analysis, almost always of private nature and exploding in specific historical circumstances, on the other hand. These two major strategies of significance, the one being characteristic of a collective memory, associated with the identity of the nascent nation, and the other one exploring private identity, their subjectivity and their conflicts, constitute the two major branches of Lope’s drama historial. In exceptional cases, this diversification of strategies can be seen with precision in variations on the same subject. Such is the case of plays dedicated to the figure of the king of Portugal João II, two of which, the First and the Second part of The Perfect Prince, are a clear commemoration of famous public events, in this case about an exemplary king, while the third, the tragedy of The Duke of Viseo, is a detailed analysis of an ethical-political conflict which stresses the clash of individual subjects, and especially that between the King and the Duke of Viseo. The differences in the dramatic strategies followed in these works determine a completely different image of the historical figure of the king, who appears as a perfect prince in the first and second dramas, and as a man capable of perversion and injustice in the third.

  19. Crippling Sexual Justice

    DEFF Research Database (Denmark)

    Stormhøj, Christel

    2015-01-01

    . The article develops a normative and analytical framework, encompassing the multiple structural conditions, the virtues of citizens, and the emotional dimension of belonging, which enable or hamper justice. It integrates theories of democratic citizenship, belonging, and social justice, and provides...

  20. Attitudes toward hiring applicants with mental illness and criminal justice involvement: the impact of education and experience.

    Science.gov (United States)

    Batastini, Ashley B; Bolanos, Angelea D; Morgan, Robert D

    2014-01-01

    Individuals with mental health diagnoses, as well as those involved in the criminal justice system, experience a number of barriers in the recovery and reintegration progress, including access to stable, prosocial employment opportunities. Employment for these populations is important for establishing financial security, reducing unstructured leisure time, increasing self-worth, and improving interpersonal skills. However, research has demonstrated that individuals with psychiatric and/or criminal backgrounds may experience stigmatizing attitudes from employers that impede their ability to find adequate work. This study aimed to evaluate stigmatizing beliefs toward hypothetical applicants who indicated a mental health history, a criminal history, or both, as well as the effectiveness of psychoeducation in reducing stigma. Participants consisted of 465 individuals recruited from a large university who completed a series of online questions about a given applicant. Results of this study varied somewhat across measures of employability, but were largely consistent with extant research suggesting that mental illness and criminal justice involvement serve as deterrents when making hiring decisions. Overall, psychoeducation appeared to reduce stigma for hiring decisions when the applicant presented with a criminal history. Unfortunately, similar findings were not revealed when applicants presented with a psychiatric or a psychiatric and criminal history. Implications and limitations of these findings are presented, along with suggestions for future research.