WorldWideScience

Sample records for justice drama education

  1. 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)

  2. 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.…

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

    Science.gov (United States)

    Marjanovic-Shane, Ana

    2016-01-01

    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…

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

    African Journals Online (AJOL)

    Similar ambiguities also surround the nature, meaning and functions of drama as an educational tool. Scholars, literate and non-literate alike can hardly differentiate between drama and theatre; relationship between drama/theatre as a discipline and drama as tool for learning; the relevance of Theatre Arts as an academic ...

  5. DRAMA IN SCHOOL. AN EDUCATIONAL INITIATIVE FOR THE FUTURE

    Directory of Open Access Journals (Sweden)

    Sylvia ROTTER

    2017-12-01

    Full Text Available The aim of this paper is to highlight experiences and benefits of drama in education that have been developed through the project „The National Educational Initiative – Drama in education”. The project was carried out in 2014 in Romanian secondary schools by the Vienna Theatre for Children Association. The initiative addressed to children, teens and teachers alike. The starting point of the project lies in the research and methodology that were developed within the “School for Life” initiative of the Vienna Theatre for Children in 2008. The focal point consists in exploring the impact of play in education and learning. The two projects that are mentioned in the paper identified and evaluated the skills of the children and youth who got involved in the drama activities. The results showed cognitive, emotional and interpersonal progress in acquisition.

  6. Applied Drama and the Higher Education Learning Spaces: A Reflective Analysis

    Science.gov (United States)

    Moyo, Cletus

    2015-01-01

    This paper explores Applied Drama as a teaching approach in Higher Education learning spaces. The exploration takes a reflective analysis approach by first examining the impact that Applied Drama has had on my career as a Lecturer/Educator/Teacher working in Higher Education environments. My engagement with Applied Drama practice and theory is…

  7. Educational Justice and Big Data

    Science.gov (United States)

    Ben Shahar, Tammy Harel

    2017-01-01

    This article examines the effects of incorporating information and communication technologies in schools in terms of distributive justice. To do so, four issues that are central to educational justice are discussed: scarcity of resources, the positional nature of education, peer effects, and biases in educational decision-making. The discussion…

  8. 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…

  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. Using identification in entertainment-education drama serials to ...

    African Journals Online (AJOL)

    The study used two entertainment-education drama serials which were designed using Albert Bandura's theoretical framework to communicate positive messages of women's rights to real life audiences in select communities. The study sought to find out if there was any significant relationship i.e. identification between TV ...

  11. Educational Drama: A Model Used in a Business School

    Science.gov (United States)

    de Villiers, Rouxelle; Botes, Vida L.

    2014-01-01

    This article considers the advantages, benefits, disadvantages and weaknesses of experiential learning through the use of educational drama (ED) to assist business students and academics to improve competencies required for their future roles in business. A review of the literature was undertaken. Simulated interaction (SI) and role-play (RP) are…

  12. Educational Justice, Segregated Schooling and Vocational Education

    Science.gov (United States)

    Giesinger, Johannes

    2017-01-01

    The philosophical debate on educational justice currently focusses on the Anglo-American situation. This essay brings in an additional perspective. It provides a justice-oriented critique of the segregated education systems in German-speaking countries. First, arguments that are commonly put forward in favour of these systems are rejected. Second,…

  13. Two Ideals of Educational Justice

    Science.gov (United States)

    Stillwaggon, James

    2016-01-01

    Background/Context: This essay takes up McClintock's (2004) critique of educational discourses as overly dependent upon a distributive model of justice and largely ignorant of the formative assumptions that ground educational policy and practice. Purpose/Objective/Research Question/Focus of Study: The question that McClintock's analysis begs is…

  14. Doing justice to social justice in South African higher education ...

    African Journals Online (AJOL)

    This paper attempts to develop a conceptualisation of social justice in higher education based on a close reading of the current literature in the field. An important assumption we make is that higher education is a valuable mechanism for social justice. We set the literature against policy documents that detail South African ...

  15. 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

  16. 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…

  17. 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…

  18. Creative Drama Course in College of Education: A Study of Content Analysis

    Science.gov (United States)

    Dikici, Ayhan; Yavuzer, Yasemin; Gundogdu, Rezzan

    2008-01-01

    Drama at primary teaching course is given as a compulsory course to students enrolling department of the primary teaching in college of education in Turkey. In drama, assessment is problematic as the content of the lesson often deviates from the plan because of spontaneous input from the students and on-the-spot changes in direction by the…

  19. 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

  20. A Tale of Five Countries: Background and Confidence in Preservice Primary Teachers in Drama Education across Five Countries

    Science.gov (United States)

    Russell-Bowie, Deirdre E.

    2013-01-01

    In many public primary schools across different countries, generalist primary teachers are required to teach all subjects, including music, dance, drama and visual arts. This study investigates the background and confidence of preservice primary teachers from five countries in relation to drama and drama education. It also examines if there is a…

  1. Engineering justice transforming engineering education and practice

    CERN Document Server

    Leydens, Jon A

    2018-01-01

    Using social justice as a catalyst for curricular transformation, Engineering Justice presents an examination of how politics, culture, and other social issues are inherent in the practice of engineering. It aims to align engineering curricula with socially just outcomes, increase enrollment among underrepresented groups, and lessen lingering gender, class, and ethnicity gaps by showing how the power of engineering knowledge can be explicitly harnessed to serve the underserved and address social inequalities. This book is meant to transform the way educators think about engineering curricula through creating or transforming existing courses to attract, retain, and motivate engineering students to become professionals who enact engineering for social justice. Engineering Justice offers thought-provoking chapters on: why social justice is inherent yet often invisible in engineering education and practice; engineering design for social justice; social justice in the engineering sciences; social justice in human...

  2. 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…

  3. 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.…

  4. 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…

  5. Culturally Responsive Teaching: Implications for Educational Justice

    Science.gov (United States)

    Bassey, Magnus O.

    2016-01-01

    Educational justice is a major global challenge. In most underdeveloped countries, many students do not have access to education and in most advanced democracies, school attainment and success are still, to a large extent, dependent on a student's social background. However, it has often been argued that social justice is an essential part of…

  6. Social Justice Advocacy in Graduate Teacher Education

    Science.gov (United States)

    Hoyle, Amy Gratch

    2018-01-01

    This article includes a description and analysis of a graduate teacher education course designed to engage teachers in taking action for social justice. In the course, students participate in a community of learners in which they examine their cultural identities and engage in social justice advocacy work. Students developed content knowledge and…

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

    African Journals Online (AJOL)

    user

    2013-07-07

    Jul 7, 2013 ... Education is an instrument for national development …. Education .... all the other arts; music, dance, sound etcetera and drama inclusive. By elements of ... however, we respond simultaneously to the words, the movement of the actors, their .... Theatre-In-Education; Children's Theatre-Creative Dramatic,.

  8. 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.…

  9. 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…

  10. Gender Justice and School Education

    Science.gov (United States)

    Gao, Desheng

    2009-01-01

    Gender justice includes three basic dimensions: gender equality, respect for difference, and free choice. In reality, schools construct and reproduce the gender injustice of the social culture through multiple dimensions that include the visible and the invisible curriculum, and the teacher's behaviour. In terms of gender justice, the social…

  11. Have you ever considered a career in total revolution?: drama and the corporate reform of higher education.

    OpenAIRE

    Connolly, Roy

    2013-01-01

    This paper examines the corporate reform of UK higher education and its implications for drama. The paper first sets out the background to this reform and its ideological reference points. It then outlines the discourse surrounding the foundation of drama in British Universities and relates this to the discourse developed several decades later by performance studies. In mapping out these areas, the paper draws attention to drama academics’ professed emphasis on rejecting commodification in fa...

  12. Creating Democratic Citizenship through Drama Education: The Writings of Jonothan Neelands

    Science.gov (United States)

    O'Connor, Peter, Ed.

    2010-01-01

    This selection of the seminal texts of Jonothan Neelands is essential reading for everyone involved in drama education. It showcases the classroom participatory democracy through ensemble based theatre education which Neelands developed over 25 years. Readers will find: (1) Neelands' development in the 1980s of the conventions approach which made…

  13. Program of Studies, Aesthetic Education: Dance, Drama/Theatre, Interrelated Arts.

    Science.gov (United States)

    Montgomery County Public Schools, Rockville, MD. Dept. of Instructional Planning and Development.

    Educational objectives and brief course descriptions are provided for dance, drama/theatre, and interrelated ARTS (Arts Resource Teams in Schools), Montgomery County Public School System, Rockville, Maryland. In grades K-12 dance and movement are part of the physical education department. Instruction emphasizes the potential of body movement for…

  14. Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers

    Science.gov (United States)

    Sagirli, Meryem Özturan

    2014-01-01

    This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…

  15. Teaching for social justice education: the intersection between identity, critical agency, and social justice education

    OpenAIRE

    Dennis Francis; Adré le Roux

    2011-01-01

    In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more socially just future, teacher education has the responsibility to capacitate pre-service teachers to work in areas of social justice education. It is, howe...

  16. Does educational privatisation promote social justice?

    NARCIS (Netherlands)

    Levin, Henry M.; Cornelisz, Ilja; Hanisch-Cerda, Barbara

    2013-01-01

    Social justice in education refers to the expectation that the education system provides fairness in its access to opportunities and results. Proponents of educational privatisation believe this would not only open up opportunities for those that otherwise are restricted from attending good schools,

  17. Expanding Opportunities to Learn to Support Inclusive Education through Drama-Enhanced Literacy Practices

    Science.gov (United States)

    Kilinc, Sultan; Farrand, Kathleen; Chapman, Kathryn; Kelley, Michael; Millinger, Jenny; Adams, Korbi

    2017-01-01

    This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year-long programme that integrates drama strategies into literacy practices within…

  18. 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.

  19. Examination of the Effect of Drama Education on Multiple Intelligence Areas of Children

    Science.gov (United States)

    Köksal Akyol, Aysel

    2018-01-01

    This study was conducted to determine whether or not drama education causes any difference in the verbal-linguistic, mathematical-logical, visual-spatial, musical-rhythmic, bodily-kinaesthetic, intrapersonal and interpersonal intelligences of children. The sample group of the study consisted of 46 children (23 children in the experimental group…

  20. 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…

  1. 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.

  2. Music Teacher Educator Perspectives on Social Justice

    Science.gov (United States)

    Salvador, Karen; Kelly-McHale, Jacqueline

    2017-01-01

    Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the…

  3. What is justice in education? Sketch of answer based on theories of justice and economics.

    OpenAIRE

    D. Waltenberg , Fábio

    2004-01-01

    D. Waltenberg, F. (2004). What is justice in education? Sketch of answer based on theories of justice and economics. Les Cahiers de Recherche du Girsef, 32.; What is justice in education? How can we evaluate whether given distributions of educational inputs or educational outcomes are just or not? How should a society distribute its educational resources? How can we evaluate the level of (un)fairness of a schooling system? In this paper, we try to provide a basic framework for thinking about ...

  4. Social justice praxis in education: Towards sustainable ...

    African Journals Online (AJOL)

    Hennie

    2015-05-29

    May 29, 2015 ... A lack of education leadership and management invariably contributes to this situation (Bush, Kiggundu & Moorosi,. 2011). ... they necessarily lead to reforms as the outcomes- ... privileged ought to share in the promise of ..... justice remains a challenge. ... who needed to work together and take care of one.

  5. Social justice praxis in education: Towards sustainable ...

    African Journals Online (AJOL)

    Lastly, these practitioners aligned their management strategies with human rights values, as well as human dignity and equality, and their strategies found pride of place in extant ubuntu principles. Keywords: determinants; education; human rights; management strategies; restorative; social justice praxis; sustainable ...

  6. 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…

  7. 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

  8. Teaching for Social Justice Education: The Intersection between Identity, Critical Agency, and Social Justice Education

    Science.gov (United States)

    Francis, Dennis; le Roux, Adré

    2011-01-01

    In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more…

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

    OpenAIRE

    Stathopoulou, Charoula; Kotarinou, Panagiota; Appelbaum, Peter

    2015-01-01

    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...

  10. Drama Education in New Zealand: A Coming of Age? A Conceptualisation of the Development and Practice of Drama in the Curriculum as a Structured Improvisation, with New Zealand's Experience as a Case Study

    Science.gov (United States)

    Greenwood, Janinka

    2009-01-01

    I propose a conceptualisation of drama in school education as improvisation within a framework that has a number of fixed but changing structures. I examine how the "drama in schooling" practice of one country, New Zealand, might be seen as a group improvisation in which, through dramatic negotiation, participants evolve their goals,…

  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

  12. Educational Justice and the Gifted

    Science.gov (United States)

    Merry, Michael 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 consider a hypothetical case for allocating extra…

  13. In Pursuit of Educational Justice and Liberated Hearts

    Science.gov (United States)

    Mirci, Philip S.

    2008-01-01

    This article contributes to a discussion about educational leadership programs related to social justice and diversity. It focuses on the development of social justice leaders through a doctoral program that culminates in a Doctorate in Educational Justice. The program's design is intended to empower graduates to act with hearts liberated through…

  14. Justice on Both Sides: Transforming Education through Restorative Justice

    Science.gov (United States)

    Winn, Maisha T.

    2018-01-01

    Restorative justice represents "a paradigm shift in the way Americans conceptualize and administer punishment," says author Maisha T. Winn, from a focus on crime to a focus on harm, including the needs of both those who were harmed and those who caused it. Her book, "Justice on Both Sides," provides an urgently needed,…

  15. Dramatics and education: Different directions and approaches to the application of drama/theatre techniques

    Directory of Open Access Journals (Sweden)

    Stamenković Ivana

    2015-01-01

    Full Text Available This paper describes, from the perspective of drama pedagogy, two basic directions in the application of drama and/or theatre techniques in the educational context which mainly differ primarily according to who applies them in practice with children and the young - teachers or professional actors.. Then the most prominent approaches of individual authors are singled out from each agent. Although there are certain similarities among them, we wanted also to show their differences, evident in theoretical, pedagogical and practical orientations. In this context the opinions about the importance of dramatics for education, and about the effects of the use of different approaches, levels and the ways of the application of drama/theatre techniques are singled out, showing at the same time different roles, levels and ways of participating students. This theme is important for promoting dramatics pedagogy, which is not at a high level of development in our country, in spite of the fact that many authors are engaged in theoretical and/or practical work in this area.

  16. "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…

  17. 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…

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

    Science.gov (United States)

    Grümme, Bernhard

    2017-01-01

    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…

  19. 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

  20. 'The character rests heavily within me': drama students as standardized patients in mental health nursing education.

    Science.gov (United States)

    Jacobs, A C; van Jaarsveldt, D E

    2016-04-01

    WHAT IS KNOWN ON THE SUBJECT?: Standardized patient (SP) simulation is an internationally recognized learning strategy that has proven effective in enhancing nursing students' competencies necessary for mental health practice. WHAT DOES THIS PAPER ADD TO EXISTING KNOWLEDGE?: A deeper exploration of the process from the perspective of SPs and more particularly drama students, revealed the complexity they need to navigate and the personal vulnerability they are exposed to when creating an authentic learning opportunity for nursing students. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Their vulnerability justifies deeper consideration of support, as well as research on the ethical implications of SP simulation. Nursing students need to be well grounded in therapeutic communication before engaging with mental health users. This should include opportunities to question personal frames of reference that could hinder therapeutic engagement with diverse others. In future, the drama students can be involved in scenario development to enhance the authenticity of simulations. Introduction The effectiveness of Standardized patient (SP) simulation in enhancing students' mental health nursing competencies is well published. Nevertheless, the believable and accurate portrayal of a patient with a mental health issue during SP simulation is complex. Though vital to the creation of safe authentic learning experiences, the perspectives of SPs and particularly of drama students involved in SP simulation are unknown. Aim The aim of this paper is therefore to explore and describe the experiences of 11 drama students engaged in mental health simulations for nursing students. Method A qualitative approach was taken and data were gathered using various techniques. Findings The content analysis revealed that these SPs negotiated three roles during this interdisciplinary learning experience, namely of a facilitator of learning, a drama student and the person within. Discussion The study

  1. Indigenous Teachers and Learners: Higher Education and Social Justice

    Science.gov (United States)

    Sumida Huaman, Elizabeth; Abeita, Shawn

    2018-01-01

    Reflecting on our experiences within a program of graduate education in Justice Studies, we offer a discussion of how building and maintaining an iterative teacher-learner stance results in strengthening practices of Indigenous education toward social justice. Through this reflection, we discuss the tenets in Indigenous higher education practices…

  2. Ironies and Limitations of Educational Leadership for Social Justice: A Call to Social Justice Educators

    Science.gov (United States)

    Capper, Colleen A.; Young, Michelle D.

    2014-01-01

    In this article that reviews this special issue, we identify 5 ironies and limitations of educational leadership for social justice: (a) the meaning of inclusive practice, (b) the intersection of identity and difference, (c) the emphasis given to student achievement, (d) the lack of policy and practice coherence, and (e) the separation of…

  3. 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…

  4. Investigating Drama.

    Science.gov (United States)

    Pickering, Kenneth; And Others

    The purpose of this book is to provide an opportunity for investigating drama by a series of units, each of which examines an aspect of drama or theater. The 20 units discuss such topics as the definition of drama, dialogue in a poem by W. H. Auden, various aspects of the stage, improvisation, the visual impact of plays, "The Death of Grass" by…

  5. 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…

  6. 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…

  7. 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.

  8. Educational storylines in entertainment television: audience reactions toward persuasive strategies in medical dramas.

    Science.gov (United States)

    Asbeek Brusse, Elsbeth D; Fransen, Marieke L; Smit, Edith G

    2015-04-01

    Medical television drama series provide an important source of health information. This form of entertainment-education (E-E) can be used to influence knowledge, attitudes, and behaviors toward health-related issues. In the literature, E-E is generally regarded as a persuasive strategy in itself, whereas in an increasing number of E-E programs, several different persuasive strategies are used. An important question is how the audience ethically evaluates these strategies. The aim of the present study is to examine viewers' ethical judgments toward the use of three persuasive strategies in E-E: product placement, framing, and persuasion toward a controversial position. A survey among 525 viewers of 5 popular medical dramas demonstrates that viewers evaluate the use of the currently investigated attitudinal statements about potential persuasive strategies in E-E as being immoral and that viewers prefer neutral storylines. Adopting a strategy that viewers find inappropriate may interfere with the intended prosocial effects of E-E. A broader understanding of the appropriate and inappropriate uses of persuasive strategies in E-E is indispensable for effective E-E productions.

  9. Learning About Conflict and Conflict Management Through Drama in Nursing Education.

    Science.gov (United States)

    Arveklev, Susanna H; Berg, Linda; Wigert, Helena; Morrison-Helme, Morag; Lepp, Margret

    2018-04-01

    In the health care settings in which nurses work, involvement in some form of conflict is inevitable. The ability to manage conflicts is therefore necessary for nursing students to learn during their education. A qualitative analysis of 43 written group assignments was undertaken using a content analysis approach. Three main categories emerged in the analysis-to approach and integrate with the theoretical content, to step back and get an overview, and to concretize and practice-together with the overall theme, to learn by oscillating between closeness and distance. Learning about conflict and conflict management through drama enables nursing students to form new knowledge by oscillating between closeness and distance, to engage in both the fictional world and the real world at the same time. This helps students to form a personal understanding of theoretical concepts and a readiness about how to manage future conflicts. [J Nurs Educ. 2018;57(4):209-216.]. Copyright 2018, SLACK Incorporated.

  10. 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…

  11. 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…

  12. 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…

  13. Social justice and rural education in South Africa | Hlalele ...

    African Journals Online (AJOL)

    This paper, grounded in a distributive paradigm that views social justice as a proper distribution of social benefits and burdens among members of society, traverses the positive and negative features of rural education related to social justice. It concedes that difference is an inherent, inevitable and indispensable feature of ...

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

    OpenAIRE

    Grümme, Bernhard

    2017-01-01

    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 abol...

  15. 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…

  16. 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…

  17. The Economic Payoff to Investing in Educational Justice

    Science.gov (United States)

    Levin, Henry M.

    2009-01-01

    The quest for educational equity is a moral imperative for a society in which education is a crucial determinant of life chances. Yet whether there is an economic return to the taxpayer for investing in educational justice is often not considered. It is possible that the economic benefits of reducing inadequate education exceed the costs,…

  18. Ends, Principles, and Causal Explanation in Educational Justice

    Science.gov (United States)

    Dum, Jenn

    2017-01-01

    Many principles characterize educational justice in terms of the relationship between educational inputs, outputs and distributive standards. Such principles depend upon the "causal pathway view" of education. It is implicit in this view that the causally effective aspects of education can be understood as separate from the normative…

  19. Teaching for social justice education: the intersection between ...

    African Journals Online (AJOL)

    In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating ...

  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. 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.

  2. Family Values in American Drama.

    Science.gov (United States)

    Brown, Joanne

    When an educator was invited by a Chinese university to teach a seminar in American drama, she used "family drama" as the organizing theme of her course because she was (and is) convinced that from Eugene O'Neill on, American playwrights have been obsessed with family disintegration and the failure of family harmony. This paper is an…

  3. 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…

  4. 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…

  5. 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…

  6. Evaluation of the Views of Students towards Creative Drama Used in Mathematics Education

    OpenAIRE

    Ocak, Gürbüz; Erşen, Zeynep Bahar

    2015-01-01

    The aim of this study is to present the views of 6th grade students about the creative drama method, after the method was used for teaching of “volume of prisms” subject. The study group of this research was selected among volunteers from a math lesson in which creative drama method is used and consists of 19 students, 9 of which are female and 10 of which are male. In order to determine the views of the students group related with creative drama method in detail, focus group discussions were...

  7. 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.

  8. 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.

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

    OpenAIRE

    Elahe Masoum; Mohsen Rostamy-Malkhalifeh; Zahra Kalantarnia

    2013-01-01

    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, r...

  10. 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.

  11. Predictors of justice system involvement: Maltreatment and education.

    Science.gov (United States)

    Robertson, Angela A; Walker, Courtney S

    2018-02-01

    Decades of research have established that experience of abuse and/or neglect in childhood is related to negative outcomes, such as juvenile delinquency. Existing research has shown that involvement in child welfare services is also related to juvenile delinquency, particularly for children who are victims of neglect. Research has also identified educational factors such as chronic absenteeism as significant predictors of involvement in the juvenile justice system. However, little research has investigated the combined influence of educational factors, child abuse, and involvement in child protective services on justice system involvement. The current study examined the influence of educational factors and involvement in child protective services on justice system involvement. The study utilized records from an educational database of children who attended a school within a county of Mississippi in any year from 2003 through 2013. Cases were then matched with records from the county Youth Court, Law Enforcement agencies, and Child Protection Services. A multivariate logistic regression controlling for gender, race, current age, and time at risk was conducted to involvement in the justice system. In general, educational factors were stronger predictors of justice system involvement than allegations of maltreatment. Copyright © 2017 Elsevier Ltd. All rights reserved.

  12. Hospital doctors' Opinions regarding educational Utility, public Sentiment and career Effects of Medical television Dramas: the HOUSE MD study.

    Science.gov (United States)

    Haboubi, Hasan N; Morgan, Holly; Aldalati, Omar

    2015-12-14

    To evaluate the opinions of practicing clinicians on medical television dramas and the effects these series have on society as well as their own practice. Observational study using a structured questionnaire disseminated among doctors of all grades and specialties at one tertiary centre and two large secondary care district general hospitals in Wales, United Kingdom. Three hundred and seventy-two questionnaires were distributed over a 3-month period, with 200 completed questionnaires received (response rate, 54%). Frequency and reasons for watching these programs, and opinions regarding realism, educational value and public perception, evaluated by doctors' grades and specialties. Identification of work practice with any observed traits in fictional doctors was also analysed. 65% of doctors surveyed admitted to watching these programs on more than one occasion. Junior doctors (interns and resident medical officers) were more regular viewers. Most doctors who admitted to watching medical dramas did so for entertainment purposes (69%); 8% watched for educational purposes and, of these, 100% watched House MD, 82% felt that these dramas were unrepresentative of daily practice, and 10% thought that they accurately portrayed reality. Most of the positive responses were from junior doctors. 61% of doctors identified some aspect of their clinical practice with another doctor (fictional or non-fictional; most junior doctors identified with a fictional doctor, compared with non-fictional role models for more senior practicing clinicians. This survey shows that a large body of the medical workforce watches medical television dramas and that such programs exercise a growing influence on the practice of junior doctors, particularly those in physicianly specialties. The reasons for certain role model selections remain unknown and may require further evaluation.

  13. 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…

  14. A Schizoanalytical Praxis for Social Justice Education

    Science.gov (United States)

    Carstens, Delphi

    2017-01-01

    This paper uses Deleuzoguattarian schizoanalysis to interrogate concepts of social justice in relation to the crisis of neo-liberal capitalism by referring to the work of the Situationist International movement, the posthuman philosophy of Giles Deleuze and Félix Guattari as well as Afrofuturism. Providing an array of new theoretical responses as…

  15. 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…

  16. 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…

  17. Countercultural Autobiography: Stories from the Underside and Education for Justice

    Science.gov (United States)

    Cascante-Gomez, Fernando A.

    2007-01-01

    This article describes a countercultural approach to autobiography in comparison with three dominant uses of autobiography in religious education. It defines countercultural autobiographies as stories from the underside of society meant as tools for education for justice and as invitations for transformative dialogue in institutional and societal…

  18. 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…

  19. The Dangers of Separating Social Justice from Multicultural Education: Applications in Higher Education

    Science.gov (United States)

    Lawyer, Gloshanda

    2018-01-01

    This article presents the case of the author's experience as a student in a multicultural education course. The exploration of this case expands on Cho's (2017) theoretical linking of social justice and multicultural education by highlighting the practical dangers of disengaging social justice from multicultural education. As an alternative to…

  20. 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…

  1. 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…

  2. Danish television drama series

    DEFF Research Database (Denmark)

    Degn, Hans-Peter; Krogager, Stinne Gunder Strøm

    2017-01-01

    In recent years, Danish television drama series have become an internationally acclaimed export success. This article analyses the development on the domestic market lying behind this international recognition. A change in production dogmas has formed the characteristics of these successful Danish...... the characteristics of these productions and the development of their audience profiles across age, gender and educational level....

  3. Underlying Constructs in the Development and Institutionalization of the Child Drama Field.

    Science.gov (United States)

    Woodson, Stephani Etheridge

    1998-01-01

    Examines the invisible incorporation of constructions from the Victorian and Progressive eras regarding children, women, and theatre art, into the field of child drama. Discusses child drama as a moral calling; women and the gendered status of child drama; child drama as an amateur field; child drama as education in democracy; and the construction…

  4. Drama and Theatre in a Nordic Curriculum Perspective--A Challenged Arts Subject Used as a Learning Medium in Compulsory Education

    Science.gov (United States)

    Österlind, Eva; Østern, Anna-Lena; Thorkelsdóttir, Rannveig Björk

    2016-01-01

    The aim of this article is to present a Nordic curriculum perspective on drama and theatre in education ranging from preschool to upper secondary education and cultural schools. Underlined in the Nordic welfare model is an equity, inclusive and democracy perspective, which guarantees free access to compulsory education and to upper secondary…

  5. Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study

    Science.gov (United States)

    Dollarhide, Colette T.; Mayes, Renae D.; Dogan, Sabri; Aras, Yahyahan; Edwards, Kaden; Oehrtman, J. P.; Clevenger, Adam

    2018-01-01

    In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can…

  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. Social Justice in Music Education: The Problematic of Democracy

    Science.gov (United States)

    Gould, Elizabeth

    2007-01-01

    While social justice concerns of feminist research in music education have been mostly ignored or rejected by the profession, democracy based on paternalist Enlightenment concepts of humanism and liberalism is generally understood and accepted with little or no consideration of its social and economic implications. More nuanced accounts refer to…

  8. 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…

  9. A Call for Restorative Justice in Higher Education Judicial Affairs

    Science.gov (United States)

    Clark, Karen L.

    2014-01-01

    This paper aims to provide support for post-secondary institutions' exploring and implementing restorative justice in their judicial practices. Although restorative principles have been employed successfully across the globe in criminal proceedings and K-12 education, most colleges and universities have not yet embraced this practice. By exploring…

  10. 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…

  11. Toward Community Research and Coalitional Literacy Practices for Educational Justice

    Science.gov (United States)

    Campano, Gerald; Ghiso, María Paula; Yee, Mary; Pantoja, Alicia

    2013-01-01

    Community-based research can provide an avenue for understanding the complexities of students' and families' lives and working together for educational justice through what we refer to as coalitional literacy practices. In this article, we share a critical incident about a student's absence from school as an illustrative case of the grass-roots…

  12. Teaching the Concepts of Justice and Evil in Secondary Education

    DEFF Research Database (Denmark)

    Lytje, Maren

    This paper asks how history in secondary education might cultivate the ethical and political compass of the students and help them think through the ethical and political questions of justice and evil in the contemporary world. The paper takes its point of departure in the field of perpetrator...

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

    NARCIS (Netherlands)

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

    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. 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…

  15. An Example of Prepared-Planned Creative Drama in Second Grade Mathematics Education

    Science.gov (United States)

    Özsoy, Nesrin; Özyer, Sinan; Akdeniz, Nesibe; Alkoç, Aysenur

    2017-01-01

    The aim of this research is teaching addition with natural numbers and the concept of large and small natural numbers in the second grade mathematics course, through creative drama method. The study has been applied to 31 elementary school second grade students studying at a public school in the province of Aydin. In this research, case study…

  16. Digital story telling in social justice nursing education.

    Science.gov (United States)

    LeBlanc, Raeann G

    2017-07-01

    The purpose of this study was to explore and evaluate how digital stories integrated into public health nursing education can teach social justice concepts essential for nurse leadership. Four digital stories were selected and incorporated into a public health nursing course. Students were asked to reflect on these stories. A retrospective qualitative analysis was completed on the student narrative reflections and analyzed for themes. A total of 108 narrative reflections of public health nursing students were included from 2015 to 2016. Themes were identified based on analysis and include-Encountering Vulnerability, Questioning Systems and Choosing Moral Courage. Digital stories offer an innovative medium to convey the importance of story, advance social justice as an essential practice of nursing, and create opportunities that addresses social justice in nursing and in developing nursing leaders. © 2017 Wiley Periodicals, Inc.

  17. Social Justice Leadership in Scottish Education

    Science.gov (United States)

    Torrance, Deirdre; Forde, Christine

    2017-01-01

    Leadership has been identified in contemporary policy as a critical factor in taking forward school improvement and enhancing outcomes for pupils (Pontz, Nusche and Moorman, 2008) in many educational systems including Scottish education. A second policy driver in Scottish education currently is focused on "closing the gap" (Scottish…

  18. 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.

  19. 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…

  20. 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.

  1. 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.

  2. Understanding Poverty: Teaching Social Justice in Undergraduate Nursing Education.

    Science.gov (United States)

    Hellman, Ann N; Cass, Cary; Cathey, Heather; Smith, Sarah L; Hurley, Shelia

    This article presents results of an exploratory qualitative study examining gains in empathy and social justice beliefs among undergraduate nursing students. As undergraduate nursing education provides the foundation for future forensic nurses, developing successful methods to increase beliefs and behaviors of social empathy and social justice among nursing students will have a beneficial effect on the specialty of forensic nursing. As such, a team of nursing researchers explored the effects of a poverty simulation on the social empathy and social justice beliefs held by undergraduate students. The research team conducted an exploratory qualitative study of student reflective journals. Using an inductive interpretive process, the researchers performed a content analysis of student responses. The researchers identified three constitutive patterns and eight supporting themes as reflected in the students' reflective journals after participation in poverty simulation sessions. This research study found that, when nursing students participate in poverty simulation experiences, they gain an increased understanding of the vulnerability and complexities of living in poverty and are motivated to both advocate for patients and become change agents. Such increases in social empathy and promotion of social justice will inevitably positively affect their future practice and inform their development as forensic nurses.

  3. 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.

  4. 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

  5. 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…

  6. Love as a Language for Educational Justice

    Science.gov (United States)

    Vilson, José Luis

    2017-01-01

    Schools need to do a better job of recognizing the contributions and gifts students bring with them. Such a community-spirit approach could help everyone, from teachers and parents to district leaders and the Secretary of Education, dissuade the public from individualistic school structures and instead focus on equitable solutions that include the…

  7. 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…

  8. 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.

  9. 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…

  10. "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…

  11. 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.

  12. Competing Paradigms of Educational Justice: Parent Organizing for Educational Equity in a Neoliberal Reform Context

    Science.gov (United States)

    Nygreen, Kysa

    2016-01-01

    This article examines a grassroots parent organizing effort in a large, high-poverty, urban school district. Drawing from ethnographic field research at a community-based popular education organization, the study describes how parent organizers worked to educate and mobilize Latina/o immigrant parents on issues of educational justice and equity.…

  13. 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.

  14. 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…

  15. Learning from the Neo-Liberal Movement: Towards a Global Justice Education Movement

    Science.gov (United States)

    Saltman, Kenneth J.

    2015-01-01

    This commentary suggests that a countermovement for educational and social justice must learn from the dominant global neo-liberal movement and its successes in creating institutions and knowledge-making processes and networks. Local struggles for educational justice are important, but they need to be linked to a broader educational justice…

  16. 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…

  17. 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...

  18. JUSTICE IN EDUCATION: EVALUATING THE SATZ-ANDERSON RESPONSE

    Directory of Open Access Journals (Sweden)

    Valentin Stoian

    2016-06-01

    Full Text Available The paper aims to evaluate the reply offered by philosophers of educational justice Elizabeth Anderson and Debra Satz to the challenge posed by Harry Brighouse and Adam Swift. According to the latter two authors, the positional character of education undermines the application of sufficientarian principles to the distribution of educational resources. In the Brighouse-Swift view, a good is positional when its crucial characteristic is how much one possesses of it in relation to others. The two philosophers argue that education has this characteristic. Satz and Anderson reply that sufficientarianism can also survive in education, as the current educational structure should be modified. They maintain that the argument for an adequate minimum can diffuse the positionality objection and that by modifying the social structure to allow for other avenues of social mobility one can put less stress on formal education. The paper rejects the two claims and argues against sufficientarianism in education. Firstly, it puts forward the idea that any minimum is politically debatable and not an adequate reply to the positionality objection. The paper then rejects the second claim by arguing that it requires too much social engineering and that education under conditions of equality fits the purpose of social mobility much better

  19. Five dramas of illness.

    Science.gov (United States)

    Frank, Arthur W

    2007-01-01

    First-person narratives of illness experience are dramatic: the narrator, who is also the sufferer, is caught in conflicts of forces that permit understanding more than control. Among the dramas of illness, five occur frequently in autobiographical accounts of illness. These dramas overlap and have varying emphases in different people's stories. They are the drama of genesis (what instigated the illness); the drama of emotion work (what emotional displays are required or prohibited); the drama of fear and loss; the drama of meaning; and finally, the drama of self. This five-drama framework can focus critical and clinical attention on which conflicting forces the ill person is working to reconcile, what makes that work difficult, and how conceiving of one's illness as a drama can be a source of meaning and value.

  20. 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.

  1. Problembased learning (PBL) including drama games as a motivating learning approach in interprofessional education (IPE)

    DEFF Research Database (Denmark)

    Hansen, Bodil Winther; Hatt, Camusa

    The university have years of experience with interprofessional student groups, from seven different health professions, learning through participating in an interprofessional module. Evaluations have shown a continuos massive challenge concerning the student´s motivation for learning...... and their level of participation in this three-week course of “Conflict management”. To meet these challenges the university started a project within the frame of problembased learning and drama games. The idea was to develop strategies to motivate students and create a dynamic and stimulating learning...... as an important aspect of carrying out a successful PBL course. Among the students, there was a significantly higher level of satisfaction in the experimental classes than in the comparison classes, regarding 10 out of 12 questions asked about both academic achievement and satisfaction with the learning...

  2. Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies

    Science.gov (United States)

    Fernández, M. Beatriz

    2018-01-01

    Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories…

  3. 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...

  4. 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…

  5. 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…

  6. A Framework for Rethinking Educational Leadership in the Margins: Implications for Social Justice Leadership Preparation

    Science.gov (United States)

    Bertrand, Melanie; Rodela, Katherine C.

    2018-01-01

    This article reimagines the social justice educational leadership field, highlighting the leadership of youth, parents, and community. We examine widely cited social justice educational leadership publications, in addition to critical research on youth voice, parent engagement, and community organizing. Our analysis reveals that the field often…

  7. 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…

  8. A Neo-Aristotelian Account of Education, Justice, and the Human Good

    Science.gov (United States)

    Curren, Randall

    2013-01-01

    This article sketches the contours of a neo-Aristotelian account of education, justice, and the human good, organized around a sequence of three increasingly distinctive features of the Aristotelian understanding of respect for persons as rational beings. The first and second of these features bear on important aspects of educational justice,…

  9. Social Justice in Preservice and Graduate Education: A Reflective Narrative Analysis

    Science.gov (United States)

    Olson, Margaret R.; Craig, Cheryl J.

    2012-01-01

    This research shows how two teacher educators, one from Canada and one from the United States, have attempted to imbue their preservice and graduate education practices with a sense of social justice, despite the downgrading of the importance of social justice by accreditation agencies such as National Council for the Accreditation of Teacher…

  10. 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.

  11. Beyond equality and inequality in education: Bakhtinian dialogic ethics approach of human uniqueness to educational justice

    Directory of Open Access Journals (Sweden)

    Eugene Matusov

    2018-01-01

    Full Text Available In our essay, we challenge the hegemonic Kantian discourse of defining justice as equality (in a broader sense and injustice as inequality in education (and elsewhere. We argue that this discourse is based on the underlining assumption of replaceability and measurement of people and of educational practice itself. In contrast, we argue that people and their education are unique. Thus, it is necessary to develop an alternative notion of justice based on uniqueness and immeasurability of people and their education. We found that Bakhtin’s dialogic ethics framework is helpful for developing such an alternative approach. According to the Bakhtinian dialogic ethics, people are engaged in self-contradictory deeds, charged with ethical tensions. These ethically problematic deeds must be challenged by others and the self in critical dialogue and must demand responses by the authors of the deeds striving to achieve justice. Taking responsibility is not merely a discursive process of answering – it is not “answerability” – but rather another ethic deed of defining ethically good or bad, defining quality and values, accepting blame, standing grounds, committing to fixing negative consequences, emotional sympathy, and so on. The process of challenging people’s deeds in critical dialogue and their taking (or not taking responsibility defines (injustice of people’s deeds. We examine two cases of educational injustice based on the Bakhtinian dialogic ethics framework of uniquness. We try to show that education and its justice are essentially authorial and, thus, unique processes. Even when justice involves measurable things like money, it is still about unique people with unique educational goals, interests, and needs in unique circumstances that these measurable resources afford. We consider a case of allocation of measurable resources as a compromise between the Kantian formulistic and the Bakhtinian dialogic ethics approaches. We conclude our

  12. An Example of Large-group Drama and Cross-year Peer Assessment for Teaching Science in Higher Education

    Science.gov (United States)

    Sloman, Katherine; Thompson, Richard

    2010-09-01

    Undergraduate students pursuing a three-year marine biology degree programme (n = 86) experienced a large-group drama aimed at allowing them to explore how scientific research is funded and the associated links between science and society. In the drama, Year 1 students played the "general public" who decided which environmental research areas should be prioritised for funding, Year 2 students were the "scientists" who had to prepare research proposals which they hoped to get funded, and Year 3 students were the "research panel" who decided which proposals to fund with input from the priorities set by the "general public". The drama, therefore, included an element of cross-year peer assessment where Year 3 students evaluated the research proposals prepared by the Year 2 students. Questionnaires were distributed at the end of the activity to gather: (1) student perceptions on the cross-year nature of the exercise, (2) the use of peer assessment, and (3) their overall views on the drama. The students valued the opportunity to interact with their peers from other years of the degree programme and most were comfortable with the use of cross-year peer assessment. The majority of students felt that they had increased their knowledge of how research proposals are funded and the perceived benefits of the large-group drama included increased critical thinking ability, confidence in presenting work to others, and enhanced communication skills. Only one student did not strongly advocate the use of this large-group drama in subsequent years.

  13. Interrelation of satisfaction educational activity and sense of justice of students of pedagogical high school

    Directory of Open Access Journals (Sweden)

    S M Szinkovskaya

    2010-09-01

    Full Text Available Formation of sense of justice of students is caused not only objective factors, but also subjective among which essential value has satisfaction study. In article the analysis of satisfaction of students is given by educational activity and its interrelation with levels of sense of justice of students is shown.

  14. Training School Leaders Who Will Promote Educational Justice: What, Why, and How?

    Science.gov (United States)

    Lalas, Jose W.; Morgan, Ronald D.

    2006-01-01

    This article examines social justice as a vehicle for equity for all children. It focuses on the training of school leaders who can promote democratic schools and address inequality in K-12 schools. It outlines the needs assessment, consensus building, curriculum, and faculty voice in establishing a doctorate in educational justice. (Contains 1…

  15. Practising What We Preach: Justice and Ethical Instruction in Management Education

    Science.gov (United States)

    Robbins, Tina L.; Jeffords, Ben C.

    2009-01-01

    Building on organizational justice research, we extended the study of classroom justice to management education. In the first study, we identified the criteria that business students use to define distributive, procedural, and interactional fairness. In a second study, we found that management students' perceptions of both procedural and…

  16. 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.

  17. 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?

    International Nuclear Information System (INIS)

    Leidinger, Tobias

    2015-01-01

    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.

  18. 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…

  19. What do we know about using drama techniques to promote restorative practices?

    OpenAIRE

    Hutchby, Claire

    2015-01-01

    Using a qualitative interpretive approach, I will be investigating what we know about drama techniques and how they can be used to promote restorative practices. I will be arguing that there is evidence, from the arenas of restorative practices, drama-therapy and the criminal justice sector, to suggest that drama techniques have the potential to promote the underlying principles of the restorative approach. My research objectives seek to highlight and expose the areas of most interest to the ...

  20. Taring advantages of drama therapy in individuals

    OpenAIRE

    Filipková, Žaneta

    2012-01-01

    The first part of the bachelor's thesis deals with the mental retardation, determination, classification and etiology. It is emphasising importance of the education of the child with light mental disability, which is possible to be used in form of the therapeutic-formative intervention. The second part of the bachelor's thesis deals with the area of drama therapy that describes the therapeutic-formative approach. It refers to possibilities of application of the drama therapeutic techniques an...

  1. 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…

  2. Critical Constructivism: Interpreting Mathematics Education for Social Justice

    Science.gov (United States)

    Skovsmose, Ole

    2018-01-01

    The notion of social justice has been addressed from the perspective of 'ethical realism' and 'ethical anarchistic'. Here, however, the possibility of 'ethical constructivism' becomes formulated. With departure in Rawls' description of an idealised meeting defining social justice, the initial steps into ethical constructivism become taken.…

  3. 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…

  4. Relational Restorative Justice Pedagogy in Educator Professional Development

    Science.gov (United States)

    Vaandering, Dorothy

    2014-01-01

    What would a professional development experience rooted in the philosophy, principles, and practices of restorative justice look and feel like? This article describes how such a professional development project was designed to implement restorative justice principles and practices into schools in a proactive, relational and sustainable manner by…

  5. With "Restorative Justice," Colleges Strive to Educate Student Offenders

    Science.gov (United States)

    Lipka, Sara

    2009-01-01

    Student-conduct administrators around the country are hailing restorative justice as the next big thing. A blend of mediation and restitution, it seeks to resolve a conflict by identifying the harms caused and devising, with suggestions from both victims and offenders, an agreement to repair them. Restorative justice not only offers an alternative…

  6. Vulnerability: Self-Study's Contribution to Social Justice Education

    Science.gov (United States)

    Knowles, Corinne

    2014-01-01

    Teaching, as a social justice project, seeks to undo and re-imagine oppressive pedagogies in order to transform teachers, their students, and the knowledge with which they work. In this article, I argue that self-study can contribute to social justice in a number of ways by, for instance, making the sometimes limiting norms that frame teaching and…

  7. Multiculturalism, Peace Education and Social Justice in Teacher Education

    Science.gov (United States)

    Quezada, Reyes; Romo, Jaime J.

    2004-01-01

    Research indicates that there is a correlation between exposure of violence in the media and in entertainment and student behavior. Many students have been victims themselves of violent, verbal, and physical assaults. Classroom teachers and educators continue to address this issue locally in classrooms and in their schools. Amid the various…

  8. Creativity and Democracy in Education: Practices and Politics of Learning through the Arts. Routledge Research in Education Policy and Politics

    Science.gov (United States)

    Adams, Jeff; Owens, Allan

    2015-01-01

    The struggle to establish more democratic education pedagogies has a long history in the politics of mainstream education. This book argues for the significance of the creative arts in the establishment of social justice in education, using examples drawn from a selection of contemporary case studies including Japanese applied drama, Palestinian…

  9. Welfare, social justice, and equality in educational settings in the Nordic countries

    OpenAIRE

    Lappalainen, Sirpa; Odenbring, Ylva; Steen-Olsen, Tove Herborg

    2013-01-01

    © Universitetsforlaget 2013. This is the authors' accepted and refereed manuscript to the article. The final publication is available at https://www.idunn.no/np/2013/04/welfare_social_justice_and_equality_in_educational_settin

  10. 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.

  11. Organizational Justice in Higher Education: Perceptions of Taiwanese Professors and Staffs

    Science.gov (United States)

    Yang, Jason Cheng-Cheng; Cho, I-Pei

    2017-01-01

    Higher education in Asia is becoming more prominent according to Western higher education researchers, but it is also being influenced by globalization, resulting in two types of structural inequality in higher education. Organizational justice relates to positive developments of educational organizations. It refers to the sense of fairness and…

  12. Educational Justice and Occupational Mobility: The Role of Civic Commitment and of Imagination

    Science.gov (United States)

    Gobbo, Francesca

    2017-01-01

    In Italy, the exploration of, and debate on, problems of educational rights and justice are not subsumed under the comprehensive rubric of "Urban Education". They are rather studied from disciplinary realms and approaches such as social education or intercultural education that aim to understand and respond to issues of pressing social,…

  13. Privatisation of Higher Education in Uganda and the Global Gender Justice Ideal: Uneasy Bedfellows?

    Science.gov (United States)

    Baine, Euzobia M. Mugisha

    2010-01-01

    This paper examines ways in which privatisation of education is affecting the search for gender justice through education focusing on Uganda's higher education institutions (HEIs). Since 1988 when the first private university was opened, the winds of change have swept Uganda's higher education sector to change how it is financed and managed. The…

  14. Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems. A Study of Juvenile Justice Schools in the South and the Nation. Special Summary

    Science.gov (United States)

    Southern Education Foundation, 2014

    2014-01-01

    This brief summarizes the findings of the larger study, "Just Learning: The Imperative to Transform Juvenile Justice Systems into Effective Educational Systems. A Study of Juvenile Justice Schools in the South and the Nation." With awareness growing that schools are disciplining and suspending minority students at alarming rates, the…

  15. Russian Drama and Theatre in Education: "Perestroika" and "Glasnost" in Moscow Theatres for Children and Youth

    Science.gov (United States)

    Water, Manon van de

    2004-01-01

    Russian theatre for young audiences has had a long tradition of professional, state subsidised theatre, with a strong educational function specifically for young people. The primary task of the "tiuz" ("teatriunogo zritelia," theatre of the young spectator) was to contribute to the ideological and aesthetic education for future Soviet citizens. To…

  16. 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....

  17. 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....

  18. 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.…

  19. A Co-Created Journey: Designing a College-Wide Graduate Certificate Program in Social Justice Education

    Science.gov (United States)

    Thurston, Linda P.; Yelich Biniecki, Susan M.

    2017-01-01

    A strengths assessment of the College of Education at Kansas State University in the United States showed that a majority of faculty had strong interests in social justice issues in education. The need for providing continuing post-graduate education in social justice education with theory-to-practice relevancy is critical in formal and informal…

  20. Howard Gardner: Knowledge, Learning and Development in Drama and Arts Education.

    Science.gov (United States)

    Roper, Bill; Davis, David

    2000-01-01

    Notes that Howard Gardner's theory of Multiple Intelligences (MI) has afforded support to educators and parents who want to see their children as equals no matter in what area of ability they develop competence. Explains the usefulness of Gardner's approach, based on Kantian notions of the power of mind to give order to the world. Discusses the…

  1. Social Innovations in Music Education: Creating Institutional Resilience for Increasing Social Justice

    Science.gov (United States)

    Väkevä, Lauri; Westerlund, Heidi; Ilmola-Sheppard, Leena

    2017-01-01

    This article addresses the discourse on social justice and inclusion in music education by exploring how educational systems can be transformed in the rapidly changing world of late modernity. We aim to show that one possible approach to tackling injustice in music education at the micro level is to reflect on the possibilities for institutional…

  2. 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 theory…

  3. The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

    Science.gov (United States)

    DeMatthews, David; Izquierdo, Elena

    2018-01-01

    Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards. We draw on scholarship focused on dual language education, social justice…

  4. Meeting Our Standards for Educational Justice: Doing Our Best with the Evidence

    Science.gov (United States)

    Joyce, Kathryn E.; Cartwright, Nancy

    2018-01-01

    The United States considers educating all students to a threshold of adequate outcomes to be a central goal of educational justice. The No Child Left Behind Act introduced evidence-based policy and accountability protocols to ensure that all students receive an education that enables them to meet adequacy standards. Unfortunately, evidence-based…

  5. Education and Development: Dynamics of Access, Equity, and Social Justice in Nigeria

    Science.gov (United States)

    Oghenekohwo, Jonathan E.; Torunarigha, Young D.

    2018-01-01

    Widening access to education as social justice is basic in any discourse on educational investment, growth and development in developing country such as Nigeria. Presently, there is disconnect between educational development expectations and public policy frameworks designed to drive the united nations sustainable development goals (SDGs) in 2030…

  6. English romantic verse drama

    Directory of Open Access Journals (Sweden)

    Andrejević Ana

    2007-01-01

    Full Text Available The changes in the nature of drama and particularly the historical decline of drama as a literary form, in the eighteenth and early nineteenth centuries correspond directly to the crisis of social class, which involved the transition - in England - from an aristocratic to a middle - class social order. In the framework of those social and also historical changes in Europe, English romantic verse drama gives the answer to the social reality through the vision of free and individualized characters. The pain, intensive sensitivity of the romantics, irrationality of the sublime ideas and the poetic style of the blank verse are the main characteristics of these dramas which diachronically influenced this genre in Victorian and modern era. Wordsworth, Coleridge, Shelley, Byron and others put the passionate individualist with his ideas of freedom and love in the center of dramatic action. Byron's dramas stand as the greatest and most articulate voice of Romantic drama. Whatever its aesthetic merits or shortcomings, and however traditional scholars may situate it within the frames of literary history Romantic drama occupies a critically important position in the social history of Romanticism but it also represents an important link in the development of verse drama from the Shakespeare to the modern age.

  7. Drama Therapies in Hospitals

    Science.gov (United States)

    Goodman, Judith; Prosperi, Mario

    1976-01-01

    Explores the use of drama as a therapeutic tool at various hospitals and records specific therapy groups dialogues. Available from: The Drama Review, 51 West 4th Street, Room 300, New York, N.Y. 10012. Subscription Rates: $12.50 per year. (MH)

  8. 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.

  9. “A Ba Ta Tsa” MUSIC ALBUM BY NENNO WARISMAN FOR CREATING A MUSICAL DRAMA SCRIPT AND PLAY IN TEACHING SPEAKING SKILL OF ISLAMIC PRESCHOOL EDUCATION STUDENTS OF STAIN KUDUS

    Directory of Open Access Journals (Sweden)

    Taranindya Zulhi Amalia

    2017-04-01

    This musical drama was used ―A Ba Ta Tsa‖ Music Album composed by Nenno Warism an. Moreover, the bilingual album consists of ten songs that are sung by Nenno and Aulad e Gemintang Choir. The song lyrics helped the Preschool Education students creating a m usical drama script and practice how to play it. The students got ideas by listening to the songs and developed English dialogues in the drama script. Then, this process could incre ase the speaking skill of the preschool teacher candidates. According to Preschool Curriculum, there are some aspects related to this educational lev el. They are religious and moral development aspect, Physical development aspect, Langu age development aspect, Cognitive development aspect, socio-emotional development as pect, and art Development aspect. In addition, this research focuses on all aspects, especially religious and language aspects. Hopefully, it will facilitate preschool teacher candidates in teaching English for Young Learner while enclosing religious values.

  10. 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

    2016-01-01

    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…

  11. Creativity, Social Justice and Human Rights within Adult Education

    Science.gov (United States)

    Brown, Susannah

    2015-01-01

    In this paper, the author describes philosophical concepts of adult learning and their application as integrated with creative problem solving within the context of social justice and human rights. The context is framed by the work of the United Nations (1992) which emphasizes importance of women's roles and creativity in the process of forming a…

  12. 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.

  13. School Leadership for Dual Language Education: A Social Justice Approach

    Science.gov (United States)

    DeMatthews, David; Izquierdo, Elena

    2016-01-01

    This article examines how a dual language program can be developed within the framework of social justice leadership. The authors analyzed principal, teacher, and parent interview transcripts as well as field notes and key documents to understand the role of school leadership in creating inclusive dual language programs to close the Latina/o-White…

  14. The Significance of Critical Theory for Restorative Justice in Education

    Science.gov (United States)

    Vaandering, Dorothy

    2010-01-01

    Restorative justice (RJ), a distinctive philosophical approach that seeks to replace punitive, managerial structures of schooling with those that emphasize the building and repairing of relationships has been embraced in the past two decades by a variety of school systems worldwide in an effort to build safe school communities. Early studies…

  15. 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…

  16. Intersectionality and Social Space: Educational Justice in Deprived Schools

    Science.gov (United States)

    Bremm, Nina; Racherbäumer, Kathrin

    2018-01-01

    Drawing upon a broad concept of inclusion, the first section of this article is dedicated to a critical discussion of the principle of "equal opportunities," which currently dominates the social justice discourse in Germany. Specifically, this section examines how far this principle, which focuses on the role of the individual in…

  17. Transnational European Television Drama

    DEFF Research Database (Denmark)

    Bondebjerg, Ib; Redvall, Eva Novrup; 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...... variation. Based on data on the production, distribution and reception of recent TV drama from several European countries, the book presents a new picture of the transnational European television culture. The authors analyse main tendencies in television policy and challenges for national broadcasters...

  18. teacher education for democracy and social justice: A reply to Harley ...

    African Journals Online (AJOL)

    teacher education for democracy and social justice: A reply to Harley and Parker. B van Wyk. Abstract. No Abstract. South African Journal of Higher Education Vol. 20 (6) 2006: pp.879-887. Full Text: EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT · AJOL African Journals Online.

  19. Imagining Flipped Workshops: Considerations for Designing Online Modules for Social Justice Education Workshops

    Science.gov (United States)

    Tharp, D. Scott

    2017-01-01

    Online learning, defined as the use of Web-based technology to facilitate some or all learning experiences, continues to interest many universities. While technology shapes the landscape of higher education, questions remain regarding the ability and appropriateness of online learning spaces for social justice education (Dominique, 2016). This…

  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. 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…

  2. Social Justice in Teacher Education: A Qualitative Content Analysis of NCATE Conceptual Frameworks

    Science.gov (United States)

    Kapustka, Katherine M.; Howell, Penny; Clayton, Christine D.; Thomas, Shelley

    2009-01-01

    A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term "social justice" in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included…

  3. 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…

  4. From Curricular Justice to Educational Improvement: What Is the Role of Schools' Self-Evaluation?

    Science.gov (United States)

    Sampaio, Marta; Leite, Carlinda

    2017-01-01

    This article presents a study that aimed to understand the contributions of self-evaluation (SE) processes towards the development of curricular and social justice and educational improvement. The study focuses on data collected from the schools' external evaluation (SEE) process and from the TEIP programme (Educational Territories of Priority…

  5. 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…

  6. Visible, Legitimate, and Beautiful Justice: A Case Study of Music Education Formalization within a Haitian NGO

    Science.gov (United States)

    Shorner-Johnson, Kevin

    2017-01-01

    When music education is formalized within schools and non-governmental organizations, it often becomes aligned with justice-oriented aims of providing universal access to music education. This qualitative case study examines the formation of a marching band within a Haitian school in northeastern Haiti. Data sources collected and analyzed included…

  7. 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.

  8. 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.

  9. Education for climate changes, environmental health and environmental justice

    International Nuclear Information System (INIS)

    Hens, L.; Stoyanov, S.

    2013-01-01

    Full text: The climates changes-health effects-environmental justice nexus is analyzed. The complex issue of climate changes needs to be approached from an interdisciplinary point of view. The nature of the problem necessitates dealing with scientific uncertainty. The health effects caused by climate changes are described and analyzed from a twofold inequalities point of view: health inequalities between rich and poor within countries, and inequalities between northern and southern countries. It is shown thai although the emission of greenhouse gasses is to a large extent caused by the industrialized countries, the effects, including the health effects, will merely impact the South. On the other hand, the southern countries have the highest potential to respond to and offer sustainable energy solutions to counteract climate changes. These inequalities are at the basis to call for environmental justice, of which climate justice is part. This movement calls for diversification of ecologists and their subject of study, more attention for urban ecology, more comprehensive human ecological analyses of complex environmental issues and more participation of stakeholders in the debate and the solution options. The movement advocates a more inclusive ecology targeted to management, sodo-ecological restoration, and comprehensive policies. The fundamental aspects of complexity, inter-disciplinary approaches, uncertainty, and social and natural inequalities should be core issues in environmental health programs. Training on these issues for muitidisciplinary groups of participants necessitates innovative approaches including self-directed, collaborative, and problem oriented learning in which tacit knowledge is important. It is advocated that quality assessments of environmental health programs should take these elements into account. key words: environmental justice, climate changes, sustainable energy solutions

  10. Art Education as a Means of Promoting Democracy: Preparing Pre-Service Art Teachers for Social Justice Education

    Science.gov (United States)

    Alazmi, Fatemah M.

    2017-01-01

    The purpose of this qualitative study was to investigate the use of art as a pedagogical tool with pre-service art teachers in a graduate-level art education class. A curriculum was developed focusing on educational social justice theories and their application in regard to gender inequity and diversity issues. The goal was to lead students to…

  11. Drama, dissensus, remediation and a fluttering butterfly

    DEFF Research Database (Denmark)

    Kusk, Hanne

    2017-01-01

    Why is it important to pay attention to democracy and polyphony when working with remediation in a multimodal drama project in introductory schooling? This question is elucidated and investigated in this article on the basis of a drama project case study conducted at Hundborg Friskole. The study...... is analysed on the basis of the concepts of remediation (Bolter and Grusin 1999; Christoffersen 2009), dissensus (Biesta 2013; Rancière 2013), dialogue and polyphony (Dysthe, Bernhardt and Esbjørn 2012). The examples in the investigation show how dialogue, polyphony and dissensus influence the art......-based process of remediation, and how this impacts children’s democratic education....

  12. Globalizing Social Justice Education: The Case of The Global Solidarity Network Study e-Broad Program

    Science.gov (United States)

    Harrison, Yvonne D.; Kostic, Kevin; Toton, Suzanne C.; Zurek, Jerome

    2010-01-01

    This paper documents the development, implementation, and evaluation of "The Global Solidarity Network Study e-Broad Program (GSNSeBP)", an online social justice educational program that is blended into an onsite academic course. This global electronic program, which was developed through a partnership between Catholic Relief Services (CRS) and…

  13. Educational Reflections on the "Ecological Crisis": EcoJustice, Environmentalism, and Sustainability

    Science.gov (United States)

    Mueller, Michael P.

    2009-01-01

    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…

  14. 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.…

  15. Social Justice in Australian Higher Education Policy: An Historical and Conceptual Account of Student Participation

    Science.gov (United States)

    Gale, Trevor; Tranter, Deborah

    2011-01-01

    This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review.…

  16. 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…

  17. "Really Useful Research" for Real Equality and Justice in Adult and Community Education

    Science.gov (United States)

    Connolly, Bríd

    2016-01-01

    In recent decades, adult and community education has emerged as a distinctive discipline in its own right, based on scholarship in the quest for real equality and social justice. This distinctive discipline is already characterised by "really useful practice", that is, critical, creative pedagogy, heavily influenced by women's studies…

  18. 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…

  19. 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,…

  20. Depoliticization of the Language of Social Justice, Multiculturalism, and Multicultural Education

    Science.gov (United States)

    Grant, Carl A.

    2016-01-01

    This article discusses the depoliticization of the language of social justice, multiculturalism, and multicultural education in this moment of neoliberalism and multiculturalism, and in each section includes both national and international examples of depolicizaton to point out the pervasiveness of depolicization throughout the world.…

  1. The Potential of Critical Feminist Citizenship Frameworks for Citizenship and Social Justice in Higher Education

    Science.gov (United States)

    Bozalek, Vivienne; Carolissen, Ronelle

    2012-01-01

    There is a paucity of South African literature that uses feminist critical approaches as a conceptual tool to examine intersections of social justice and citizenship. This article aims to address this gap by examining the potential of critical feminist approaches to transform conceptions of citizenship in higher education. It outlines how…

  2. 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…

  3. 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…

  4. 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…

  5. The Power of Discourse: Reclaiming Social Justice from and for Music Education

    Science.gov (United States)

    Spruce, Gary

    2017-01-01

    Through the prism of the two main paradigms of social justice--"distributive" and "relational"--and drawing on the concept of "discourse," this article examines how more socially just approaches might be embedded in the classroom music education of young people in the upper primary and lower secondary schools (9-13…

  6. 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 hold…

  7. Picking a Hill to Die On: Discreet Activism, Leadership and Social Justice in Education

    Science.gov (United States)

    Ryan, James; Tuters, Stephanie

    2017-01-01

    Purpose: The purpose of this paper is to describe a study that explores the discreet activist strategies of educational leaders who promote social justice. Design/methodology/approach: Part of a larger project, this study employed qualitative methods. In particular, researchers interviewed 26 leaders--principals, vice principals, department heads,…

  8. Developing Educational Leaders for Social Justice: Programmatic Elements that Work or Need Improvement

    Science.gov (United States)

    Guerra, Patricia L.; Nelson, Sarah W.; Jacobs, Jennifer; Yamamura, Erica

    2013-01-01

    In this qualitative study, Brown's (2004) tripartite theoretical framework on leadership preparation was used to explore the role programmatic elements played in development as social justice leaders within an educational leadership preparation program located in the United States. Findings from focus groups with twelve former graduate students…

  9. Political Mothering: Latina and African American Mothers in the Struggle for Educational Justice

    Science.gov (United States)

    Fuentes, Emma

    2013-01-01

    This article explores the process and impact of women organizing for educational justice in Northern California by documenting the efforts of a committed group of mothers who sought to address the disproportionate underachievement of Latino and African American students within their city's high school. Using a combined methodology of ethnography…

  10. Drama to Inspire: A London Drama Guide to Excellent Practice in Drama for Young People

    Science.gov (United States)

    Coventon, John, Ed.

    2011-01-01

    "Drama to Inspire" is a timely selection of practice based accounts produced by fifteen workshop leaders and friends of the long established association for teachers of drama, London Drama. Many of the authors are internationally renowned for their work. Each piece affirms the immense potential for dynamic learning that is at the heart…

  11. 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…

  12. Participatory Action Research for High School Students: Transforming Policy, Practice, and the Personal with Social Justice Education

    Science.gov (United States)

    Cammarota, Julio; Romero, Augustine

    2011-01-01

    The authors discuss how participatory action research (PAR) informs the pedagogy and epistemology of the social justice education. PAR facilitates students' engagement in their social context and acquisition of knowledge to initiate personal and social transformation. The scope of research contains knowledge about social justice issues negatively…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Sexual Minority Teachers as Activist-Educators for Social Justice

    Science.gov (United States)

    Wells, Kristopher

    2017-01-01

    This empirical research explores the conditions, challenges, and lived experiences of how four diverse Canadian educators transcended heteronormative and gender-normative educational environments to become activist-educators for lesbian, gay, bisexual, transgender, and queer inclusion in their K-12 schools and communities. The co-creation of queer…

  18. Group Process as Drama.

    Science.gov (United States)

    McLeod, John

    1984-01-01

    Suggests that drama, as well as training or therapy, may be employed as a useful research and practice paradigm in working with small groups. The implications of this view for group development as a whole, and for member and leader participation, are explored. (JAC)

  19. Religion in Education in South Africa: Was Social Justice Served?

    Science.gov (United States)

    van der Walt, Johannes L.

    2011-01-01

    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 from public schools, but allowed for the teaching of Religion Studies as an academic subject and for religious…

  20. 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,…

  1. Reconsidering Happiness in the Context of Social Justice Education

    Science.gov (United States)

    Jackson, Liz; Bingham, Charles

    2018-01-01

    That happiness leads to lack of harm and suffering, representing both a good and a means to good, is promoted, for example, by educational philosophers such as Nel Noddings. But happiness should not be seen as an unproblematic goal, for education or otherwise. In this article, we critically investigate the importance of happiness in the…

  2. 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

  3. Social Justice and Resisting Neoliberal Education Reform in the USA

    Science.gov (United States)

    Au, Wayne

    2016-01-01

    Efforts to reform public education along free-market, corporate-styled models have swept across many nations. In the USA these reforms have included an intense focus on the use of high-stakes, standardized tests to quantify students, teachers, and schools for market comparisons, the deprofessionalization of teaching, and the establishment of…

  4. 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,…

  5. 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…

  6. Social justice in Chinese higher education: Regional issues of equity and access

    Science.gov (United States)

    Jacob, W. James

    2007-01-01

    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 persons. The present contribution offers an overview of the regional boundaries of China, both geographic and historical. It then looks at the development of urbanicity in connection with higher education. Third, it describes the recent history of the gender gap in education both in general and in higher education in particular. Fourth, it examines the ethnic boundaries that exist in higher education. The final section analyzes related findings drawn from interviews and questionnaires administered to faculty members, administrators, and students at ten sample universities.

  7. Danish TV drama

    DEFF Research Database (Denmark)

    Jensen, Pia Majbritt; Jacobsen, Ushma Chauhan

    2017-01-01

    Following a recent and entirely unprecedented boom in global exports, Danish TV drama series have become the ‘darling’ of the international television industry and enjoyed widespread acclaim from international critics and audiences alike. This international success, however, is not just unprecede......Following a recent and entirely unprecedented boom in global exports, Danish TV drama series have become the ‘darling’ of the international television industry and enjoyed widespread acclaim from international critics and audiences alike. This international success, however, is not just...... unprecedented. It is also interesting from an academic point of view as it challenges existing and long-held theories on global media geography, import/export of audiovisual content, transnational media reception and the importance of transnational television viewing. According to these theories, non...... the relations between different stakeholders such as producers, broadcasters, sellers, buyers, audiences, journalists, critics and fans....

  8. 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......With discussions on the role and effectiveness of public service media in a networked media ecology taking place alongside budget-cuts and (enforced) organziational efficiency, notions of ‘distinctiveness’ are often reflected in policy discussions. Especially during recent cutbacks, policy...... values and tasks of public broadcasting (diversity, universality, quality, etc.) and key characteristics of its workings (being relatively independent from commercial or political influences). However, and in recent years this has been more clearly articulated in policy discourse and enforced PSM...

  9. Creole as Drama

    DEFF Research Database (Denmark)

    Pardue, Derek

    2014-01-01

    population abroad. Theoretically, the article argues that dramatic expressions of identity depend on encounters and are thus significant in spatial terms. This dimension is often lost in conventional analyses of performance. Ethnographically, a drama perspective lends itself well to creole identity...... formations, of which Kriolu is but one, since creole emerged from a set of colonial encounters. Questions of place and belonging continue to be points of challenge for Cape Verdean residents to claim cultural and political recognition in postcolonial Portugal. Finally, the perspective of Kriolu as drama...... provides a greater understanding of identity politics in the “New Europe,” since Cape Verdeans, unlike other immigrant populations, for example, Turks in Germany or Moroccans in France, have never been construed as a complete “other” to Europe. The tension between creole as hybridity and creole...

  10. Introducting drama for ESL

    Directory of Open Access Journals (Sweden)

    Roberto Vladimir Carbajal

    2018-03-01

    Full Text Available El recurso del arte como medio para enseñar un idioma nuevo ha sido muy efectivo para motivar al aprendiz a expresarse, y poner en práctica lo aprendido. El drama recurre a diversas técnicas que se describen en este artículo en el sentido de poder aprender en un contexto cuasi real.

  11. A Comparative Literature Review of the Studies on Drama in English Language Teaching in Turkey

    Science.gov (United States)

    Ustuk, Özgehan; Inan, Dilek

    2017-01-01

    This study presents a comparative literature review of the research studies related to the effects of drama in teaching English as a foreign language. First, the study explains drama in education with regard to foreign language education. In a narrative review design, it demonstrates international studies in four categories under which the…

  12. 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

  13. 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.

  14. Drama: The Play's the Thing.

    Science.gov (United States)

    Irwin, Eleanor C.

    1987-01-01

    Discusses the history and theory of drama therapy and illustrates it through case studies. Makes suggestions for counselors who wish to use drama to promote psychological development. Notes that using dramatic activities allows counselors to view the inner world of their clients through symbolization, characterization, and interaction. (ABB)

  15. 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.

  16. The secret adventures of order: globalization, education and transformative social justice learning

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Torres

    Full Text Available There are many definitions of globalization, or perhaps more accurately, there are many globalizations. Discussing the four faces of globalization - globalization from above, globalization from below, the globalization of human rights, and the globalization of the war against terrorism - and their impacts on education and learning, this article offers an analysis of neoliberal globalization and how "competition-based reforms" affected educational policy in K-12 and higher education. These reforms are characterized by efforts to create measurable performance standards through extensive standardized testing (the new standards and accountability movement, introduction of new teaching and learning methods leading to the expectation of better performance at low cost (e.g., universalization of textbooks, and improvements in the selection and training of teachers. Competition-based reforms in higher education tend to adopt a vocational orientation and to reflect the point of view that colleges and universities exist largely to serve the economic well-being of a society. Privatization is the final major reform effort linked to neoliberal globalization and perhaps the most dominant. As an alternative, the article provides insights into the possibilities of employing the concept of marginality as a central construct for a model of transformative social justice learning. Following the inspiration of Paulo Freire, I argue that transformative social justice learning is a social, political and pedagogical practice which will take place when people reach a deeper, richer, more textured and nuanced understanding of themselves and their world.

  17. YOUNG LEARNERS’ RHYTHMIC AND INTONATION SKILLS THROUGH DRAMA

    Directory of Open Access Journals (Sweden)

    Olena Beskorsa

    2016-11-01

    Full Text Available The article is devoted to the problem of implementing drama techniques into the process of developing young learners’ rhythmic and intonation skills. The main task of learning the foreign language is using it as a mean of pupils’ communication in oral and written forms. The author proves that drama techniques integrate successfully all types of speech activities. It is specified that this method transfers the focus from teaching grammatically correct speech to training clear and effective communication. The author emphasizes on that sentence stress and speed of speech has the greatest influence on the rhythm. The application of these drama techniques are thought to increase primary school pupils’ level of motivation to master the language skills perfectly, it provides a positive psychological climate in English classes. The teachers’ role has a tendency to minimizing. They act as facilitators. In author’s opinion if they do impose the authority implementing drama activities into the classroom, the educational value of drama techniques will be never gained. It is also disclosed that rhythmic and intonation skills shouldn’t be formed spontaneously, the process of their development has to be conducted in certain stages (presentation and production to make pupils’ speech fluent and pronunciation clear, introducing the exercises based on drama techniques. At the stage of presentation the following exercises have the most methodological value: speed dictations, dictogloss, asking questions to practise recognizing word boundaries, matching phrases to stress patterns, marking stresses and weak forms, authentic listening. At production stage they suggest using exercises like play reading and play production. The following pieces of drama texts are recommended to be applied for teaching primary school children: jazz chants, poems, scripted plays and simple scenes from different movie genres. It is also proved that drama techniques and

  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. 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…

  20. Teaching the Possible: Justice-Oriented Professional Development for Progressive Educators

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    Mollie A. Gambone

    2017-12-01

    Full Text Available Providing justice-oriented professional development for progressive educators has historically been a site of tension. To address this, The Progressive Education Network (PEN, the leading professional organization of progressive educators in the United States, brought together over 800 educators for its 2015 National Conference, titled “Teaching the Possible: Access, Equity, and Activism!” This article documents PEN’s framework for facilitating an opportunity for educators to engage in dialogue about areas of social injustice throughout education and within their own schools. Findings derived from a discourse analysis of workshop abstracts published in the conference program suggest that the conference provided professional development in three areas: 1 workshops were designed by teachers to share useful methodologies relevant to the conference theme with other teachers; 2 workshops encouraged attendees to critically examine how problematic issues in education are commonly understood, then reframe them to consider the issues from different perspectives; 3 doing so gave rise to an understanding that in order to imagine innovative solutions to systemic problems, one must first be able understand how different groups of individuals experience the problems. This analysis establishes that by aligning the conference with a critical, justice-oriented theme, the workshops were designed to provide attendees with opportunities to investigate their own roles in producing, changing, and interpreting socially-just learning and teaching in their own school contexts. This is important because it advances the study of equitable access to progressive pedagogy, while at the same time utilizing Desimone’s (2009 framework for judging effective professional development for teachers.

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

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    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.

  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. UPAYA MENINGKATKAN KREATIVITAS DAN KEMAMPUAN MENGAPRESIASI DRAMA MELALUI PEMENTASAN DRAMA

    Directory of Open Access Journals (Sweden)

    Cicih Wiarsih

    2017-06-01

    Full Text Available This study attempts to improve the creativity and the ability to appreciate drama on the ability of Indonesian courses through drama performances. This research was conducted in FKIP PGSD Studies Program, University of Muhammadiyah Purwokerto second semester of academic year 2015/2016. Subjects were students of the second semester of grade E as many as 44 students. The procedure of research is classroom action research conducted in two cycles. Each cycle consists of planning, action, observation, and reflection. The research instrument used creativity test playwriting and performance tests, while observing the activity of faculty and students using observation sheet. The results showed that the staging of the drama can increase creativity playwriting and drama to appreciate the ability of the student. This is evidenced by the increasing creativity of students of the first cycle with an average score of 9.74 to the criteria are quite creative and the second cycle with an average score of 12.07 with creative criteria. This suggests that an increase in the creativity of students from the first cycle to the second cycle of 2.33. In the aspect of ability to appreciate the drama of an increase of 43.76 from the first cycle to gain an average score of 44.34 to the second cycle with an average score of 88.10. Based on the above results, it can be concluded that by staging the drama can enhance the creativity and the ability to appreciate the drama students of the second semester in the subject's ability Indonesian elementary school. Keywords: creativity, the ability to appreciate the drama, and drama performances

  4. 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…

  5. Youth with Disabilities in the Corrections System: Prevalence Rates and Identification Issues. Monograph Series on Education, Disability and Juvenile Justice.

    Science.gov (United States)

    Rutherford, Robert B., Jr.; Bullis, Michael; Anderson, Cindy Wheeler; Griller-Clark, Heather M.

    This monograph, one of a series on youth with disabilities and the juvenile justice system, reviews current data on disabilities requiring special education and related supports. Statistics on the prevalence of juvenile crime are followed by statistics on the prevalence of special education disabilities in the system, specifically specific…

  6. Accreditation and Its Significance for Programs of Higher Education in Criminology and Criminal Justice: A Review of the Literature.

    Science.gov (United States)

    Simpson, Antony E.

    The development of minimum standards in higher education through the evolution of accreditation in specialized disciplines, and standard setting in criminology and criminal justice education are examined. The very different experiences with the concept of accreditation encountered in the fields of public administration and law are considered. Law…

  7. 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.…

  8. Deconstructing Barbie: Using Creative Drama as a Tool for Image Making in Pre-Adolescent Girls.

    Science.gov (United States)

    O'Hara, Elizabeth; Lanoux, Carol

    1999-01-01

    Discusses the dilemma of self-concept in pre-adolescent girls, as they revise their self-images based on information that the culture dictates as the norm. Argues that drama education can offer creative activities to help girls find their voice and bring them into their power. Includes two group drama activities and a short annotated bibliography…

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

    NARCIS (Netherlands)

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

    2016-01-01

    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.

  10. Educating in Social Justice –by it and for it: An Imperiously Ethical Battle

    Directory of Open Access Journals (Sweden)

    Ileana Castillo-Cedeño

    2015-05-01

    Full Text Available Indefensibly, we are in a world that has been colonized by global economies and the interests of the market. This makes us think about the urgent need of getting back in touch with the historical and social role of education, thus looking back at the past, valuing the present, and envisioning the future. Indisputably, today we need cognitive and epistemological intelligence and, most of all, spiritual intelligence, the will needed to fiercely struggle to fulfill the ideal and the principle of the educational essence: social justice understood as the direction that inspires us from a deep and generous perspective. This implies estimating the variability and diversity of a world whose framework of relations and correlations make it hard to understand and face. Therefore, not only a deep and critically rigorous look is needed, but also an ontological and axiological basis that help us promote the development of transformations from the ethics of alterity, thus promoting that our reflections, and mainly our actions, allow the understanding required to confront, with genuine courage and intelligence –the one that arises from knowledge, from understanding and being, from doing and coexisting. A vision that involves and warns that no educational process is neutral and, therefore, undergoes the filter of interpretations and subjectivities that occur in the educational environments and that the market logic covers up the different environments and realities where life fluctuates. Based on this, we conclude that it is our civic responsibility, in a global village -with capacity and awareness, to combine expertise, knowledge, and affections in order to rediscover the universal awareness that makes it possible to educate in social justice –by it and for it. This includes the power to interact from writing -based on the legitimacy not only given by a university degree, but also from shared knowledge, from experience in and out of the classroom, and from

  11. 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…

  12. Okulöncesi Dönemi Çocukları İçin Yaratıcı Drama Yöntemi İle Kurgulanan Sosyal Beceri Eğitiminin Değerlendirilmesi / Evaluation of Social Skill Education of 4-6 Age Children Designed with Creative Drama Method

    Directory of Open Access Journals (Sweden)

    Emine Kıvanç Öztuğ

    2018-03-01

    Full Text Available Abstract Compared to a child who plays basic games, it is seen that children who play exploratory games develop further. Social development is a process with wide spectrum which extends from babyhood to old age. Creative drama activities provide opportunities for thinking critically, learning, social interaction skills, social development and social change and allows for the development of skills within group. For this reason, creative drama is believed to be the most important tool to be used in the supporting of social skill development of children in early childhood with its game-like processes, child-centred construct, urging the child to imagine and providing freedom to the child within certain limits, as well as its employment of games as sub-dimension. In the study, single group pre-test / post-test model which is an experimental research pattern was used in order to identify the impact of creative drama education on social skills of students. Prior to the data collection process permission was granted from the parents and Hasan Avcıoğlu’s Social Skills Evaluation Scale for 4-6 Age groups was used for data collection. The study involved in total 22 children from ages 4 and 5 with equal number of children within each group. Within the framework of social skills evaluation scale, 13 creative drama workshops were prepared each of which were 55 minutes long and the opinion of a field expert was sought. When the scores obtained from the research by the students are examined, it is seen that the mean score from the entire scale before training was 3,41±0,57 whereas the mean score after training increased to 3,68±0,72. It was found out that the difference between the scores obtained by children covered in the study before and after the training was statistically significant (p<0,05. These findings suggest that the study had significantly positive impact on the creative drama-based social skill education and social skill development of

  13. Using Process Drama in Museum Theatre Educational Projects to Reconstruct Postcolonial Cultural Identities in Hong Kong, Singapore and Taiwan

    Science.gov (United States)

    Wang, Wan-Jung

    2014-01-01

    Museums have been employing theatre activities in their educational programmes to outreach youngsters for more than three decades all over the world since the late 1980s; however, it is still quite a new experience for eastern and south-eastern Asian countries. In the past 3 years, Hong Kong, Singapore and Taiwan started to use different forms of…

  14. Political Christianity in Renaissance Drama

    Science.gov (United States)

    Al-Joulan, Nayef Ali

    2017-01-01

    Examining the following selected Renaissance dramas: Marlowe's "The Jew of Malta" (1585), Shakespeare's "The Merchant of Venice" (1596), Massinger's "The Renegado" (1624), Daborne's "A Christian Turn'd Turk" (1612), and Goffe's "The Raging Turk" (1656), this research investigates Renaissance…

  15. 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...

  16. ECONOMIC EQUALITY OR JUSTICE

    Directory of Open Access Journals (Sweden)

    Ekrem Tufan

    2017-12-01

    Full Text Available From the beginning of economic life, equality has been a matter for human. Intrinsically human has two legs: Selfish and Groupish. Our selfish side does not care equality while Groupish side cares. What about the justice? Does human wants justice more than equalities in economic life? In this research, we have applied a questionnaire to find these two questions answer. As a result we can report that respondents prefer equality rather than justice in negative outcomes. On the other hand, they tend to prefer justice if there is possibility for positive outcomes. We cannot give evidence about gender, education and age differences effect on equality and justice preference.

  17. 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

    2017-01-01

    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.

  18. Using a Multicultural Social Justice Framework to Analyze Elementary Teachers' Meanings of Multicultural Science Education

    Science.gov (United States)

    Kye, Hannah Anne

    In response to the persistent gaps in science opportunities and outcomes across lines of race, class, gender, and disability, decades of science reforms have called for "science for all." For elementary teachers, science for all demands that they not only learn to teach science but learn to teach it in ways that promote more equitable science learning opportunities and outcomes. In this qualitative case study, I use a framework of multicultural social justice education to examine three teachers' beliefs and practices of multicultural science education. The teachers, one preservice and two in-service, taught elementary science in a month-long summer program and met weekly with this researcher to discuss connections between their expressed commitments about teaching toward social justice and their work as science teachers. The data sources for this study included audio recordings of weekly meetings, science lessons, and semi-structured individual interviews. These data were transcribed, coded, and analyzed to define the most salient themes and categories among the individual teachers and across cases. I found that the teachers' beliefs and practices aligned with traditional approaches to school and science wherein science was a set of scripted right answers, diversity was only superficially acknowledged, and multiculturalizing the curriculum meant situating science in unfamiliar real world contexts. These meanings of science positioned the teacher as authority and operated outside of a structural analysis of the salience of race, culture, gender, and disability in students' science learning experiences. As they taught and reflected on their teaching in light of their social justice commitments, I found that the teachers negotiated more constructivist and student-centered approaches to science education. These meanings of science required teachers to learn about students and make their experiences more central to their learning. Yet they continued to only acknowledge

  19. 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…

  20. Teaching for Social Justice, Social Responsibility and Social Inclusion: A Respectful Pedagogy for Twenty-First Century Early Childhood Education

    Science.gov (United States)

    Hawkins, Karen

    2014-01-01

    Drawing on a Participatory Action Research (PAR) study that was undertaken in two Australian preschool settings this article examines strategies that support the pedagogy of teaching for social justice and outlines how these strategies raised critical consciousness of both preschoolers (aged three to five years) and early childhood educators to…

  1. PENGARUH DRAMA KOREA TERHADAP DRAMA PADA PERTELEVISIAN INDONESIA (Study Kasus Drama My Love From The Stars dan Kau yang Berasal dari Bintang)

    OpenAIRE

    Dyah Ayu Wiwid Sintowoko

    2016-01-01

    This research tried to know the influence of Korean drama entitled My Love From The Stars toward Indonesian drama Kau yang Berasal dari Bintang. This research constituted as qualitative descriptive research with those two dramas as the objects. The findings showed that the Indonesian drama Kau yang Berasal dari Bintang drama has similarity with the Korean drama My Love From The Star in the storyline, setting, and costumes. In the storyline, both dramas used a historical time describing lov...

  2. Value Creating Education and the Capability Approach: A Comparative Analysis of Soka Education's Facility to Promote Well-Being and Social Justice

    Science.gov (United States)

    Sherman, Paul David

    2016-01-01

    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…

  3. 109 Strategizing Drama as Tool for Advocacy and Rural Development

    African Journals Online (AJOL)

    Nekky Umera

    Key Words: drama, strategizing, globalization, rural development. Introduction .... impersonation, songs and music, dialogue, spectacle, and so on”,. (Crow,1983) does not ... movement towards secularization and dramatic art may be said to have .... Problem areas such as low primary school enrolment, girl-child education.

  4. 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

    2015-06-12

    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. 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. 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. 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.

  5. Making Connections through Drama Education.

    Science.gov (United States)

    Jardine, Laurie

    1993-01-01

    Describes an approach to teaching William Shakespeare's "A Midsummer Night's Dream" that centers on the theme of romantic love. Provides examples of the exercises used in the classroom, including exercises which implement dramatic activities by the students. (HB)

  6. Cesium-137, a drama recounted

    International Nuclear Information System (INIS)

    Vieira, Suzane de Alencar

    2013-01-01

    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)

  7. 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.

  8. Civic Responsibility and Human Rights Education: A Pan-Educational Alliance for Social Justice

    Science.gov (United States)

    Osanloo, Azadeh F.

    2009-01-01

    Educating global citizens to have knowledge of world political and economic systems and conditions is imperative as the notion of the "citizen" is constantly evolving. This type of civic education needs to involve critical thinking skills that are pan-educational and allow for cross-cultural discussion that span all public spheres and…

  9. 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…

  10. Morality as the Substructure of Social Justice: Religion in Education as a Case in Point

    Science.gov (United States)

    Potgieter, Ferdinand J.

    2011-01-01

    Moral issues and principles do not only emerge in cases of conflict among, for instance, religious communities or political parties; indeed they form the moral substructure of notions of social justice. During periods of conflict each opponent claims justice for his/her side and bases the claim on certain principles. In this article, reference is…

  11. 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…

  12. 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,…

  13. The Views of the Pre-Service Teachers about the Creative Drama as a Method Used in Primary Schools

    Science.gov (United States)

    Sengul, Ozge Aydin

    2016-01-01

    Purpose of the study is to investigate views of pre-service teachers about creative drama used as a method in elementary education. In line with this purpose, researchers examine the pre-service teachers' views about the importance of creative drama used as a method in course and kinds of activities that can be used in these courses. This study is…

  14. 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....

  15. Locations in Television Drama Series

    DEFF Research Database (Denmark)

    Waade, Anne Marit

    2017-01-01

    This special issue is dedicated to the analysis of the increasingly significant role of location as a key element in television drama. In recent years, the popularity of serial television has progressively been tied to the expanded use of location as a central element in productions, both as sett...... mainly been considered as a practical term in film and television productions....

  16. Girls' Bodies, Drama and Unruliness

    Science.gov (United States)

    Ramsay, Alison

    2014-01-01

    This article examines some of the performance outcomes from a practised-based research project that took place with adolescent girls attending an after-school drama club. Participants experimented with slapstick humour in a series of workshops, before presenting their own devised physical comedy performance for a live audience. Comic performances…

  17. 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…

  18. Neoliberal Multiculturalism Embedded in Social Justice Education: Commodification of Multicultural Education for the 21st Century

    Science.gov (United States)

    Atasay, Engin

    2015-01-01

    This paper investigates how conceptions of "diversity" and "equity" in U.S. education have become amenable to global neoliberal economic educational discourses that rest on competitive global market demands. The argument outlined in this paper suggests that the approach and knowledge about and for democracy and social justice…

  19. 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…

  20. 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. © The Author(s) 2016.

  1. Transitional Justice

    DEFF Research Database (Denmark)

    Gissel, Line Engbo

    This presentation builds on an earlier published article, 'Contemporary Transitional Justice: Normalising a Politics of Exception'. It argues that the field of transitional justice has undergone a shift in conceptualisation and hence practice. Transitional justice is presently understood to be th...... to be the provision of ordinary criminal justice in contexts of exceptional political transition.......This presentation builds on an earlier published article, 'Contemporary Transitional Justice: Normalising a Politics of Exception'. It argues that the field of transitional justice has undergone a shift in conceptualisation and hence practice. Transitional justice is presently understood...

  2. 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.

  3. The Effect of Drama on the Creative Imagination of Children in Different Age Groups

    OpenAIRE

    GÜNDOĞAN, AYSUN; ARI, MEZİYET; GÖNEN, MÜBECCEL

    2013-01-01

    Imagination is necessary for creative ideas to emerge. The creative imagination can be developed by suitable education programs especially by drama programs with suitable activities. This article presents findings on whether the effect of drama on the creative imagination of children in different age groups differentiate or not. The experiment group of this research is comprised of 60 children (30 from the age group of 10, 30 from the age group of 13) from a regular primary school and the con...

  4. 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

  5. When public service drama travels

    DEFF Research Database (Denmark)

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

    2016-01-01

    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......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...... to the national sphere – becomes a player in the international market for television content and, as a consequence, becomes partly reliant on international funding. Our article examines five different forms of external funding (i.e. funding from sources other than DR’s licence fee income): (1) co...

  6. A Study on Creative Drama in the Content of In-service Training with the Culture Teachers: Qualitative Analysis of the Participants’ Views

    OpenAIRE

    Akkocaoğlu Çayır, Nihan; Akhun, Burcu; Özdemir Şimşek, Pınar

    2016-01-01

    The teachers giving lectures on such subjects as arts, physical education, mathematics, philosophy, English apart from the professional courses at the Vocational High Schools are defined as the culture teachers. This research was conducted with 102 culture teachers who had taken a drama course in the content of in-service training. Before and after the practical drama course of 30 hours which included the characteristics of creative drama and its use as a method, open-ended questions were ask...

  7. Rescuing complementarity with little drama

    Science.gov (United States)

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

    2016-12-01

    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 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.

  8. 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.

  9. An injury awareness education program on outcomes of juvenile justice offenders in Western Australia: an economic analysis

    Directory of Open Access Journals (Sweden)

    Ho Kwok M

    2012-08-01

    Full Text Available Abstract Background Injury is a major cause of mortality and morbidity of young people and the cost-effectiveness of many injury prevention programs remains uncertain. This study aimed to analyze the costs and benefits of an injury awareness education program, the P.A.R.T.Y. (Prevent Alcohol and Risk-related Trauma in Youth program, for juvenile justice offenders in Western Australia. Methods Costs and benefits analysis based on effectiveness data from a linked-data cohort study on 225 juvenile justice offenders who were referred to the education program and 3434 who were not referred to the program between 2006 and 2011. Results During the study period, there were 8869 hospitalizations and 113 deaths due to violence or traffic-related injuries among those aged between 14 and 21 in Western Australia. The mean length of hospital stay was 4.6 days, a total of 320 patients (3.6% needed an intensive care admission with an average length of stay of 6 days. The annual cost saved due to serious injury was $3,765 and the annual net cost of running this program was $33,735. The estimated cost per offence prevented, cost per serious injury avoided, and cost per undiscounted and discounted life year gained were $3,124, $42,169, $8,268 and $17,910, respectively. Increasing the frequency of the program from once per month to once per week would increase its cost-effectiveness substantially. Conclusions The P.A.R.T.Y. injury education program involving real-life trauma scenarios was cost-effective in reducing subsequent risk of committing violence or traffic-related offences, injuries, and death for juvenile justice offenders in Western Australia.

  10. Changing organisational routines in doctoral education: an intervention to infuse social justice into a social welfare curriculum

    Directory of Open Access Journals (Sweden)

    Shapiro, Valerie B.

    2015-02-01

    Full Text Available This paper describes one effort to infuse a social justice framework into a social work doctoral education programme in a prominent research university of the United States. The “Social Justice in Doctoral Education” (SJDE Project identified Social Justice Learning Objectives (SJLOs in the categories of scholarship, teaching, and service. Doctoral students were surveyed in 2010 to determine the extent to which the SJLOs were being systematically facilitated by their doctoral programme. The forms that guide and shape the milestones of doctoral education at that institution were revised in 2011 in an attempt to create new opportunities for social justice learning. A second survey of doctoral students in 2013 resulted in two findings. First, doctoral students reported using the SJLOs to guide their education. Second, a pre/post comparison of student perceptions indicated an increase in opportunities for social justice learning through doctoral education. This case study provides preliminary support for the modification of organisational routines to expand social justice education in social work.En este artículo se describe el esfuerzo para infundir un marco de justicia social en un programa doctoral de trabajo social dentro de una universidad prominente de investigación de los Estados Unidos. El proyecto de investigación “Justicia Social en la Educación Doctoral” (SJDE identificó los Objetivos de Aprendizaje de la Justicia Social (SJLOs en una serie de categorías de la investigación científica, como la enseñanza y el servicio. Los estudiantes de doctorado respondieron a una encuesta en 2010 para determinar el grado en el que los SJLOs se facilitaban sistemáticamente en el programa de doctorado. En 2011 se revisaron los formularios que guían y dan forma a los hitos de la educación doctoral en esa institución, en un intento de crear nuevas oportunidades para la justicia social de aprendizaje. En 2013, una encuesta seguimiento a

  11. Drama to promote non-verbal communication skills.

    Science.gov (United States)

    Kelly, Martina; Nixon, Lara; Broadfoot, Kirsten; Hofmeister, Marianna; Dornan, Tim

    2018-05-23

    Non-verbal communication skills (NVCS) help physicians to deliver relationship-centred care, and the effective use of NVCS is associated with improved patient satisfaction, better use of health services and high-quality clinical care. In contrast to verbal communication skills, NVCS training is under developed in communication curricula for the health care professions. One of the challenges teaching NVCS is their tacit nature. In this study, we evaluated drama exercises to raise awareness of NVCS by making familiar activities 'strange'. Workshops based on drama exercises were designed to heighten an awareness of sight, hearing, touch and proxemics in non-verbal communication. These were conducted at eight medical education conferences, held between 2014 and 2016, and were open to all conference participants. Workshops were evaluated by recording narrative data generated during the workshops and an open-ended questionnaire following the workshop. Data were analysed qualitatively, using thematic analysis. Non-verbal communication skills help doctors to deliver relationship-centred care RESULTS: One hundred and twelve participants attended workshops, 73 (65%) of whom completed an evaluation form: 56 physicians, nine medical students and eight non-physician faculty staff. Two themes were described: an increased awareness of NVCS and the importance of NVCS in relationship building. Drama exercises enabled participants to experience NVCS, such as sight, sound, proxemics and touch, in novel ways. Participants reflected on how NCVS contribute to developing trust and building relationships in clinical practice. Drama-based exercises elucidate the tacit nature of NVCS and require further evaluation in formal educational settings. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  12. Drama for behaviour change communicatuon on breastfeeding ...

    African Journals Online (AJOL)

    ... continued breast feeding for 2 years as against 0.0% at baseline survey. Conclusion: In this study, drama was shown to be an effective method of behaviour change communication to increase infant and young child feeding practices among mothers. Key words: intervention, drama, breastfeeding, complementary feeding ...

  13. 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.

  14. "Att bli skapande av det nya" : Fem dramapedgogers uppfattningar av drama som verktyg i vuxnas lärande för hållbar utveckling

    OpenAIRE

    Fries, Julia

    2016-01-01

    This dissertation gives a back-ground presenting what Education for Sustainable Development (ESD) and pedagogical drama is, and it presents research on drama-use in ESD. The aim of the study is to explore drama as a tool in adult learning for sustainable development, in a Western context. The assumption is made that drama does have a potential as a tool in learning for sustainable development, and the question of how is raised. The study has a qualitative approach and by interviewing five dra...

  15. Experiencing the "Growing Edge": Transformative Teacher Education to Foster Social Justice Perspectives

    Science.gov (United States)

    Baily, Supriya; Stribling, Stacia M.; McGowan, Chandra L.

    2014-01-01

    This article explores how teachers' perceptions of social justice issues are developed through experiential learning opportunities and maps their transformations in thinking onto the three levels of responsibility identified by Berger's "growing edge." The study looked at where teachers were on the growing edge and examples of how they…

  16. 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…

  17. 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…

  18. Researching Race and Social Justice in Education: Essays in Honour of Barry Troyna.

    Science.gov (United States)

    Sikes, Pat, Ed.; Rizvi, Fazal, Ed.

    The essays in this book comprise a "festschrift", a group of essays, to commemorate Barry Troyna, who made an important contribution to thinking about race, racism, and research on social-justice issues in the school context. Much of his work was directed at showing that it was impossible to research questions of "race"…

  19. 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…

  20. (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'…

  1. 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…

  2. Dissertation Journeys of Scholar-Practitioners in an Educational Leadership for Social Justice Program

    Science.gov (United States)

    Dailey, Ardella; Harris, Margaret; Plough, Bobbie; Porfilio, Brad; Winkelman, Peg

    2016-01-01

    The task of guiding the development of scholar-practitioners as leaders for social justice is inherently challenging. The dissertation journey, unlike any other journey practitioner-based doctoral students face in urban school settings, provides a steep learning curve as they transition from practitioner to scholar-practitioner. This journey…

  3. The Comparative Impacts of Social Justice Educational Methods on Political Participation, Civic Engagement, and Multicultural Activism

    Science.gov (United States)

    Krings, Amy; Austic, Elizabeth A.; Gutiérrez, Lorraine M.; Dirksen, Kaleigh E.

    2015-01-01

    This cross-sectional, repeated measures, quasi-experimental study evaluates changes in college students' commitment toward, and confidence in, political participation, civic engagement, and multicultural activism. Our sample (n = 653) consisted of college students in a Midwestern university who participated in one of three social justice education…

  4. 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…

  5. 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…

  6. 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…

  7. The Impacts of Organizational Justice on Early Childhood Educators' Intention to Participate in Professional Associations: The Mediator Role of Deliberative Beliefs.

    Science.gov (United States)

    Lin, Chun-Wen

    2018-01-01

    Guided by the general incentives rational action model and deliberative participatory democracy framework, we investigated whether deliberative beliefs, including normative and personal aspects, mediate the relationship between distributive, procedural, and interactive organizational justice and intention to participate in professional associations. Self-report measures of organizational justice, deliberative belief, and intention of participation were obtained from 789 early childhood educators in Taiwan. Structural equation modeling was used to analyze the proposed model. According to the results of the study, there is a relationship between organizational justice and intention of professional association participation, and a fully significant mediation effect was found for deliberative beliefs between organizational justice and intention to participate. These findings are discussed with respect to improving professional association participation and applying deliberative pedagogy.

  8. 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…

  9. A Creative Drama Study in Turkey about Mevlana Philosophy

    Science.gov (United States)

    Yavuzer, Yasemin; Dikici, Ayhan; Gundogdu, Rezzan

    2008-01-01

    In Turkey, creative drama has been incorporated into many fields; in particular, it has been used in training teachers. In learning how to use drama to teach different subjects, trainee teachers have always participated willingly in drama studies. Part of the reason for this is that Turkish people are familiar with drama activities through…

  10. Albee and the absurd drama

    OpenAIRE

    Aguiar, Cleusa Vieira de

    1980-01-01

    This paper attempts to use The Zoo Story as a way of evaluating Edward Albee's degree of commitment to the Theatre of the Absurd. This aim might not appear very novel as Martin Esslin has already included Albee in his list of well known absurdists. However, regardless of how famous Martin Esslin's The Theatre of the Absurd it has never curtailed the critical Babel surrounding absurdist drama, for the term 'absurdism', despite Esslin, has been used in many different ways. C.W. Bigsby, for inst...

  11. 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

    of society; for example, in terms of access to, benefit from and success in education and employment. In this contribution, I adopt a social justice perspective to examine the redistributive function of the European Union and the role it attributes to adult and lifelong education in alleviating social......Four years on from the 2010 debt crisis, economists claim that Europe has still not recovered from the recession that worsened social inequality. This raises the important question of whether social inequality can be tackled by social justice. The concept of social justice emphasises the idea...... inequality. In doing so, I highlight not only how member states represent the primary source of revenue for the Union but also how they benefit in return from the redistribution of economic means through several financial tools and programmes. This also applies to areas such as education and vocational...

  12. 34 CFR 21.1 - Equal Access to Justice Act.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Equal Access to Justice Act. 21.1 Section 21.1 Education Office of the Secretary, Department of Education EQUAL ACCESS TO JUSTICE General § 21.1 Equal Access to Justice Act. (a) The Equal Access to Justice Act (the Act) provides for the award of fees and...

  13. 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.

  14. Adopting Problem-Based Learning in Criminology and Criminal Justice Education

    Directory of Open Access Journals (Sweden)

    Dae-Young Kim

    2014-06-01

    Full Text Available While problem-based learning (PBL has been successfully used in many disciplines for over 30 years, it has not yet been widely adopted by criminal justice instructors. It is a student-centered curriculum that empowers undergraduate students to decide what they learn and to apply their knowledge and skills while solving real-world problems in relevant and authentic contexts. The present study provides an overview of PBL and empirical evidence for the effectiveness of problem-based instruction in many disciplines. This article offers theoretical foundations for adopting PBL in the study of crime and criminal justice. Finally, for scaffolding instructors striving to implement PBL, this article describes possible formats of implementation and also identifies the challenges new PBL instructors may encounter during application and provides specific recommendations.

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

    OpenAIRE

    Ann-Katrin Witt; Marta Cuesta

    2014-01-01

    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...

  16. Rescuing complementarity with little drama

    International Nuclear Information System (INIS)

    Bao, Ning; Bouland, Adam; 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 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.

  17. 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.

  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. 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.

  20. 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. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  1. 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. © 2011 Blackwell Publishing Ltd.

  2. Anthropology and the Theory of Drama

    Directory of Open Access Journals (Sweden)

    Radmila Nastić

    2016-02-01

    Full Text Available The paper is an attempt at a systematic account of the history of influences between anthropology and the theory of drama in the twentieth century. The starting point is the definition of drama as a mimesis of the movement towards self-knowledge as rebirth. It is described as a variation of the original spring dance in honour of the regeneration of life represented in the figure of the twice-born Dionysus. Anthropologists whose contribution to the theory of drama has been acknowledged are Jane Harrison, Gilbert Murray, Arnold Van Genep, Joseph Campbell and Victor Turner.

  3. Felix Adler's Universal Moral Code: Drama Activities in the Ethical Culture School.

    Science.gov (United States)

    Tennyson, Jinni

    2003-01-01

    Discusses how Felix Adler's Ethical Culture School, through its innovative practices, impacts public education and settlement work, and plays a significant role in shaping the methodologies, practices, and content of educational drama in the United States from the inception of the field. Describes the use of story dramatization/storytelling,…

  4. Learning Mathematics with Creative Drama

    Directory of Open Access Journals (Sweden)

    Baki Şahin

    2018-04-01

    Full Text Available In this study, a mathematics activity that used creative drama method to teach the fifth grade standard “Expresses a position with respect to another point using direction and unit” under geometry and measurement was implemented. Twenty students attending the fifth grade of a public school participated in the study. The lesson plan involved four activities in warm-up, role-play, and evaluation stages. Activities include processes that will ensure active participation of students. The activity lasted two lesson hours. Two prospective mathematics teachers and a mathematics teacher were available in the class during the activity to observe student participation and reactions. Additionally, 10 students were interviewed to learn their views about the lesson. Comments of the observers and the responses of the students to the interview questions indicate that the lesson was successful.

  5. 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…

  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. 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…

  8. 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,…

  9. Effect of Organizational Justice Behaviors on Organizational Silence and Cynicism: A Research on Academics from Schools of Physical Education and Sports

    Science.gov (United States)

    Erdogdu, Murat

    2018-01-01

    In this research, it is aimed to examine the effect of organizational justice behaviors on organizational silence and cynicism based on the opinions of academics who serve in Schools of Physical Education and Sports, and Faculties of Sports Sciences. Research group consisted of academics from 22 different universities in Turkey. There are 320…

  10. 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....

  11. 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...... the dramaturgical concept and introduces a software framework supporting drama writers in developing such Mobile Urban Dramas. Experiences with use of the framework are discussed with successful examples of real dramas that have been developed and performed by a Danish theatre group, Katapult....

  12. Drama and Imagination: A Cognitive Theory of Drama's Effect on Narrative Comprehension and Narrative Production

    Science.gov (United States)

    Mages, Wendy K.

    2006-01-01

    This article proposes a cognitive theory of how drama affects two aspects of language development: narrative comprehension and narrative production. It is a theoretical model that explicitly posits the role of the imagination in drama's potential to enhance the development of both narrative comprehension and narrative production. (Contains 2…

  13. Provider portrayals and patient-provider communication in drama and reality medical entertainment television shows.

    Science.gov (United States)

    Jain, Parul; Slater, Michael D

    2013-01-01

    Portrayals of physicians on medical dramas have been the subject of research attention. However, such research has not examined portrayals of interactions between physicians and patients, has not compared physician portrayals on medical dramas versus on medical reality programs, and has not fully examined portrayals of physicians who are members of minority groups or who received their education internationally. This study content-analyzes 101 episodes (85 hours) of such programs broadcast during the 2006-2007 viewing season. Findings indicate that women are underrepresented as physicians on reality shows, though they are no longer underrepresented as physicians on dramas. However, they are not as actively portrayed in patient-care interactions as are male physicians on medical dramas. Asians and international medical graduates are underrepresented relative to their proportion in the U.S. physician population, the latter by almost a factor of 5. Many (but certainly not all) aspects of patient-centered communication are modeled, more so on reality programs than on medical dramas. Differences in patient-provider communication portrayals by minority status and gender are reported. Implications for public perception of physicians and expectations regarding provider-patient interaction are discussed.

  14. 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.

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

    Science.gov (United States)

    Sears, Colleen

    2016-01-01

    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…

  17. Juvenile Justice

    OpenAIRE

    International Child Development Centre

    1998-01-01

    The third Innocenti Digest deals with the main issues connected with children and young people coming into conflict with the law and contact with the justice system. It looks at standards and problems from arrest through to the court hearing and sentencing, use of custodial measures and ways of avoiding the child’s unnecessary and counter-productive involvement with the formal justice system. It also covers prevention questions. Like previous publications in the series, it contains practical ...

  18. Drama as a Tool for Social Commentary: An Example of Alex ...

    African Journals Online (AJOL)

    ... of Paschal Amusu' as an example. We shall aim at exploring the use of drama to inform, educate and arouse the consciousness of individuals in society with a view of making them aware of their responsibilities as members of society whose duty it is to take their destinies in their hands and make the world a better place.

  19. 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…

  20. Mathematics and Science Teachers' Perceptions about Using Drama during the Digital Story Creation Process

    Science.gov (United States)

    Yuksekyalcin, Gozen; Tanriseven, Isil; Sancar-Tokmak, Hatice

    2016-01-01

    This case study investigated math and science teachers' perceptions about the use of creative drama during a digital story (DS) creation process for educational purposes. A total of 25 secondary science and math teachers were selected according to criterion sampling strategy to participate in the study. Data were collected through an open-ended…

  1. 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)

  2. "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. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. Process Drama in the Virtual World - A Survey

    OpenAIRE

    Seif El-Nasr, Magy; Vasilakos, Thanos; Robinson, Joanna

    2008-01-01

    Process drama is a form of improvisational drama where the focus is on the process rather than the product. This form of improvisational activities has been used extensively in many domains. Role play, for example, has been used in health therapy as well as for training health personnel. Creative drama is a form of process drama that focuses on the use of story dramatization techniques; it has been extensively used to promote language and literature skills as well as creative and critical thi...

  4. Penciptaan Naskah Drama Narcissus Berdasarkan Mitologi Yunani

    Directory of Open Access Journals (Sweden)

    Titis Rahayuningtiar

    2013-11-01

    The Creation of the Drama Script of Narcissus Based on the Greek Mythology. The script of Narcissus drama is a script of drama with a classical genre which carries the tragic rhythm on it. Narcissus is a character in the story of the Greek Mythology. He is an arrogant young man who really likes to glorify himself on the beauty of what he has. Unfortunatelly, one day he was cursed to fall in love with his own reflection. The creation of drama script of Narcissus is aimed to fill the scarcity of drama scripts in which the basic sources of idea come from narcissistic phenomena in a society and the concept of the tragic rhythm in the Greek mythology. The method of creation brings a creative method comprising the steps of exploration, creation, and improvisation. The result of this script creation is a classical genre script which has a moral message in which a person who considers himself perfectly will give a bad impact to himself. Nevertheles, perfection belongs to God only. Key words: Narcissius, Greek , mythology

  5. Healtheatre: Drama and Medicine in Concert.

    Science.gov (United States)

    Walsh, Ian K; Murphy, Paul

    2017-07-28

    Introduction: Clinical practice includes expressing empathy and understanding key features of humanity, such as mortality and illness. The Stanislavski "System" of actor training negotiates a journey from the unconscious via feeling, will and intellect to a proposed supertask. This study explored these areas during collaborative learning amongst undergraduate medical and drama students. Materials and Methods: Each of two interactive sessions involved teams of final year medical students rotating through challenging simulated clinical scenarios, enacted by undergraduate drama students, deploying key techniques from the Stanslavski system of actor training. Team assessment of performance was via a ratified global scoring system and dynamic debriefing techniques. Results: Medical students reported an enhanced immersive experience within simulated clinical scenarios. Drama students reported increased challenge and immersion within their roles. Medical faculty and standardised patients reported positive utility and value for the approach. Clinical team assessment scores increased by 47% ( p merit and utility of such interdisciplinary learning. All students and faculty appreciated the value of the activity and described enhanced learning. Collaborative dynamic debriefing allowed for a continuation of the immersive experience and allowed for an exploration of arenas such as empathy. Conclusions: The deployment of drama students trained in the Stanislavski system significantly enriched medical and drama student experience and performance. Team assessment scores further demonstrated the effectiveness of this approach. Feedback from students, faculty and standardised patients was uniformly positive. The approach facilitated exploration of empathy.

  6. 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…

  7. Classification and Criticism of Nigeria Literary Drama | Iwuchukwu ...

    African Journals Online (AJOL)

    Nigerian drama has gained prominent and permanent position on the world literary map especially with the winning of the Nobel Prize by Wole Soyinka. In spite of this, problems of definition and criticism of Nigerian drama still persists. The Relativist-Evolution controversies on the origin and classification of Nigerian drama ...

  8. Batswana audience and the Thokolosi television drama controversy ...

    African Journals Online (AJOL)

    In February 2006, Botswana Television (BTV) screened a commissioned television drama series entitled Thokolosi. This drama series, which deals with witchcraft, is set in a. Botswana village called Bobonong. The contents of the drama series in relation to the village attracted criticisms from the public, which culminated in a ...

  9. A Grand Theater of China-UK Youth Drama Exchange

    Institute of Scientific and Technical Information of China (English)

    Hao; Xiaosong

    2016-01-01

    The term'drama'originates in ancient Greece,meaning action.As a major player in the history of Western drama,the United Kingdom produced many great playwrights,including William Shakespeare,during the reign of Elizabeth I in the 16th and 17th centuries.Chinese drama consists of both traditional and modern forms.The

  10. Drama and Prophecy: The J. P. Clark Paradigm | Benedict | UJAH ...

    African Journals Online (AJOL)

    The utilitarian aesthetic of drama cannot be disputed particularly in Africa as it has since held sway and decked itself out from the genesis of the literary drama of the continent. This is because most African dramatists across the boundaries of critical currents have used drama to treat one social issue or the other.

  11. Mobile Urban Drama - Interactive Storytelling in Real World Environments

    DEFF Research Database (Denmark)

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

    2012-01-01

    Mobile Urban Dramas. Dramas produced with the framework may span from pure art pieces to structured learning experiences, for example, biology learning framed in a thriller. Experiences from six dramas produced with the framework by a Danish theatre group are discussed. The results are general findings...

  12. 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…

  13. Recovering the Role of Reasoning in Moral Education to Address Inequity and Social Justice

    Science.gov (United States)

    Nucci, Larry

    2016-01-01

    This article reasserts the centrality of reasoning as the focus for moral education. Attention to moral cognition must be extended to incorporate sociogenetic processes in moral growth. Moral education is not simply growth within the moral domain, but addresses capacities of students to engage in cross-domain coordination. Development beyond…

  14. The Conversation of Critical Practice: Pre-Service Teachers as Educators for Social Justice

    Science.gov (United States)

    Calderwood, Patricia; Mazza, Morgan Aboud; Ruel, Abiah Clarke; Favano, Amy; Jean-Guilluame, Vonick; McNeill, Daniel; Stenerson, Carolyn

    2008-01-01

    In this paper we examine aspects of the construction of authentic membership, competence, and sense of shared purpose within a professional community of educators accomplished by a class of pre-service teachers during a spontaneous electronic conversation. Implications for teacher education are considered.

  15. Expressions of Liberal Justice? Examining the Aims of the UN's Sustainable Development Goals for Education

    Science.gov (United States)

    VanderDussen Toukan, Elena

    2017-01-01

    This paper analyzes the United Nations' Sustainable Development Goals (SDGs) for education, which sets benchmarks for member states to "ensure inclusive and equitable quality education and promote lifelong opportunities for all" by the year 2030. I examine ways in which the underlying philosophical rationale for the targets invokes a…

  16. Expanding the Frame: Building Transnational Alliances for Racial and Educational Justice

    Science.gov (United States)

    Taylor, Amanda

    2017-01-01

    U.S. educational policymakers and equity advocates often frame the negative ramifications of racial inequality in schools in terms of worries about the nation's future global economic competitiveness. This article draws on frame theory (Snow & Benford, 1988) and education organizing theory (Warren & Mapp, 2011) to argue that educational…

  17. The Dialectic of Racial Justice: Maxine Greene's Contributions to Morally Engaged and Racially Just Education Spaces

    Science.gov (United States)

    Ross, Sabrina

    2017-01-01

    More than 50 years after the "Brown v. Board of Education of Topeka" decision, the democratic promises inherent in "Brown" have yet to be fulfilled (Franklin 2005) and educational quality, or lack thereof, continues to be intimately linked with social constructions of race (Baszile 2008; Ladson-Billings 2012).…

  18. 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…

  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. Hip-Hop, Social Justice, and Environmental Education: Toward a Critical Ecological Literacy

    Science.gov (United States)

    Cermak, Michael J.

    2012-01-01

    This essay describes an educational initiative that used environmentally themed (green) hip-hop to stimulate learning in an environmental science classroom. Students were then challenged to compose their own green hip-hop and their lyrics demonstrated skills that have thematic consistency around what is called a Critical Ecological Literacy (CEL).…

  1. 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…

  2. 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…

  3. Back to Basic Values: Education for Justice and Peace in the World.

    Science.gov (United States)

    Starkey, Hugh

    1992-01-01

    Contends that public education has basic, secular texts that include basic human rights common to all the world's peoples. Identifies the Universal Declaration of Human Rights of 1948 as the first of these documents. Argues that schools in all nations should emphasize equality of rights and equality of dignity. (CFR)

  4. Is Social Justice Found in Japanese Education? The Yutori Curriculum and After

    Science.gov (United States)

    Hosokawa, Mitsue

    2016-01-01

    The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has implemented various curriculums, so-called the Course of Study, over the past few decades. The Yutori curriculum, which was introduced in the 1990's, aimed to improve flexible thinking by reducing the amount of study materials. After finding lowered scores on the PISA…

  5. Financing Education: Why Should Tax Justice Be Part of the Solution?

    Science.gov (United States)

    Ron Balsera, Maria; Klees, Steven J.; Archer, David

    2018-01-01

    This forum seeks to problematise issues related to the lack of resources to adequately finance public education systems. It explores potential solutions based on increased domestic resource mobilisation through progressive taxation in order to meet the growing financing gap needed to achieve Sustainable Development Goal (SDG) 4. While many…

  6. Disrupting Racialized Institutional Scripts: Toward Parent-Teacher Transformative Agency for Educational Justice

    Science.gov (United States)

    Ishimaru, Ann M.; Takahashi, Sola

    2017-01-01

    Partnerships between teachers and parents from nondominant communities hold promise for reducing race- and class-based educational disparities, but the ways families and teachers work together often fall short of delivering systemic change. Racialized institutional scripts provide "taken-for-granted" norms, expectations, and assumptions…

  7. Learning Analytics: At the Nexus of Big Data, Digital Innovation, and Social Justice in Education

    Science.gov (United States)

    Aguilar, Stephen J.

    2018-01-01

    We are still designing educational experiences for the "average" student, and have room to improve. Learning analytics provides a way forward. This commentary describes how learning analytics-based applications are well positioned to meaningfully personalize the learning experience in diverse ways. In so doing, learning analytics has the…

  8. Community Organizing as Educational Leadership: Lessons from Chicago on the Politics of Racial Justice

    Science.gov (United States)

    Welton, Anjalé D.; Freelon, Rhoda

    2018-01-01

    The collective power of community members has the potential to shape education reform efforts through activism and community organizing. In this article, we present two cases where community organizers exhibited key leadership strategies designed to influence district decision-making about school closures in Chicago. Employing a mix of interviews,…

  9. Deal with It We Must: Education, Social Justice, and the Curriculum of Hip Hop Culture

    Science.gov (United States)

    Baszile, Denise Taliaferro

    2009-01-01

    Although hip hop culture has been one of the most significant urban youth movements over the last three decades, it has only recently gained attention within the educational literature as a force to be reckoned with. And even then, much of the literature seeks to understand how hip hop can be used to engage students in the official school…

  10. School Autonomy Reform and Public Education in Australia: Implications for Social Justice

    Science.gov (United States)

    Keddie, Amanda

    2017-01-01

    The renewed commitment to school autonomy reform in Australia is based on the view that it will drive up academic standards. There remains, however, little conclusive evidence to support this view. Simply instating the structural changes to bring about greater autonomy for schools within public education systems across the world has not led…

  11. Water Justice

    NARCIS (Netherlands)

    Boelens, R.A.; Perreault, T.; Vos, J.M.C.

    2018-01-01

    Water justice is becoming an ever-more pressing issue in times of increasing water-based inequalities and discrimination. Megacities, mining, forestry, industry and agribusiness claim an increasingly large share of available surface and groundwater reserves. Water grabbing and pollution generate

  12. Drama in English: An Enriching Experience.

    Science.gov (United States)

    Geffen, Mitzi

    1998-01-01

    Examines the rationale behind using musical drama in English-as-a-Second-Language classes, explaining that it is an enjoyable experience that enriches students' English while they are relaxed, working as a team, and having fun with their imaginations. The article explains the process of putting on a play and evaluates the effect such a project had…

  13. Interactive drama in complex neurological disability management

    NARCIS (Netherlands)

    Fenech, Anne

    2009-01-01

    Purpose. To establish whether interactive drama has any effect on the responses of people with complex neurological disabilities resident in a long term care facility. Method. This was a service evaluation using interviews with a group of 31 independently consenting long term care residents, and 27

  14. Kierkegaard's Notions of Drama and Opera

    DEFF Research Database (Denmark)

    Petersen, Nils Holger

    2018-01-01

    The essay focuses on Kierkegaard's treatise on Mozart's Don Giovanni (in the first volume of his Either/Or (1843), ascribed to the pseudonymous aestitician "A". It discusses the aesthetics of drama and opera, not least through A's understanding of (and comparison between) language and music...

  15. Contemporary Drama in the English Class.

    Science.gov (United States)

    Siegfried, William

    1968-01-01

    Various approaches that teachers can use to help students interpret contemporary plays are presented in this discussion of teaching drama. Plays discussed include two from the Theater of Illusion ("Look Back in Anger,""A Raisin in the Sun"), two from the Theater of the Absurd ("Rhonoceros,""Rosencrantz and Guildenstern are Dead"), and two from…

  16. 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…

  17. Comparison of the effects of storytelling and creative drama methods on children's awareness about personal hygiene.

    Science.gov (United States)

    Soleymani, Mohammad Reza; Hemmati, Soheila; Ashrafi-Rizi, Hassan; Shahrzadi, Leila

    2017-01-01

    Maintaining and improving the health situation of children requires them to become more aware about personal hygiene through proper education. Based on several studies, teachings provided through informal methods are fully understandable for children. Therefore, the goal of this study is to compare the effects of creative drama and storytelling education methods on increasing the awareness of children regarding personal hygiene. This is an applied study conducted using semiempirical method in two groups. The study population consisted of 85 children participating in 4 th center for Institute for the Intellectual Development of Children and Young Adults in Isfahan, 40 of which were randomly selected and placed in storytelling and creative drama groups with 20 members each. The data gathering tool was a questionnaire created by the researchers whose content validity was confirmed by health education experts. The gathered information were analyzed using both descriptive (average and standard deviation) and analytical (independent t -test and paired t -test) statistical methods. The findings showed that there was a meaningful difference between the awareness score of both groups before and after intervention. The average awareness score of storytelling group was increased from 50.69 to 86.83 while the average score of creative drama group was increased from 57.37 to 85.09. Furthermore, according to paired t -test results, there was no significant difference between average scores of storytelling and creative drama groups. The results of the current study showed that although both storytelling and creative drama methods are effective in increasing the awareness of children regarding personal hygiene, there is no significant difference between the two methods.

  18. Education, Social Justice and School Diversity: Insights from the Capability Approach

    OpenAIRE

    Peppin Vaughan, R.

    2016-01-01

    This paper offers a theoretical exploration of the impact of diversity in schools on attitudes to inequality in students’ later life. Reflecting on recent changes on the school system in England, and building on work on how values are formed and how inequalities between groups may be either perpetuated or changed, it seeks to investigate the development of values and agency goals relating to the reduction of poverty and inequalities, particularly between groups. School education has the poten...

  19. Lessons on social justice: a pedagogical reflection on the educational message of The Boxtrolls

    OpenAIRE

    Odrowaz-Coates, Anna

    2016-01-01

    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 an...

  20. 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.

  1. Behind the Façade of Fee-Free education: Shadow Education and Its Implications for Social Justice

    Science.gov (United States)

    Bray, Mark; Kwo, Ora

    2013-01-01

    Most governments, at an official level, espouse the principles of the 1948 Universal Declaration of Human Rights. Among its statements is that education shall be free, at least in the elementary and fundamental stages. Yet while the façade of government education systems presents an image that instruction is free of charge, families across the…

  2. Eleventh Annual "Brown" Lecture in Education Research A Long Shadow: The American Pursuit of Political Justice and Education Equality

    Science.gov (United States)

    Anderson, James D.

    2015-01-01

    This article examines the historical relationship between political power and the pursuit of education and social equality from the Reconstruction era to the present. The chief argument is that education equality is historically linked to and even predicated on equal political power, specifically, equal access to the franchise and instruments of…

  3. Community health clinical education in Canada: part 2--developing competencies to address social justice, equity, and the social determinants of health.

    Science.gov (United States)

    Cohen, Benita E; Gregory, David

    2009-01-01

    Recently, several Canadian professional nursing associations have highlighted the expectations that community health nurses (CHNs) should address the social determinants of health and promote social justice and equity. These developments have important implications for (pre-licensure) CHN clinical education. This article reports the findings of a qualitative descriptive study that explored how baccalaureate nursing programs in Canada address the development of competencies related to social justice, equity, and the social determinants of health in their community health clinical courses. Focus group interviews were held with community health clinical course leaders in selected Canadian baccalaureate nursing programs. The findings foster understanding of key enablers and challenges when providing students with clinical opportunities to develop the CHN role related to social injustice, inequity, and the social determinants of health. The findings may also have implications for nursing programs internationally that are addressing these concepts in their community health clinical courses.

  4. Infusing Social Justice in Undergraduate Nursing Education: Fostering Praxis Through Simulation.

    Science.gov (United States)

    Caldwell, Robyn; Cochran, Courtney

    Forensic clinical experiences are often inconsistent in undergraduate nursing education. Nursing students are not included in the process of forensic evidence collection, often because of the sensitive nature of the situation. Unfortunately, nursing students are forced to rely on theoretical knowledge provided by the nurse educator to understand the complexities of forensic nursing care. Nursing students must be able to identify and provide appropriate nursing care for individuals in all forensic situations. Comprehensive clinical laboratory experiences should be provided through active teaching-learning strategies, which replicate nursing care of the forensic patient. Simulated patient experiences provide a unique opportunity to explore the sensitive nature of sexual trauma in a safe learning environment. This strategy facilitates the application of theoretical forensic principles by utilizing live actors or high-fidelity manikins in laboratory settings. The application of theory to each simulated patient infuses conceptual knowledge at the point of care. Change in social consciousness begins at the bedside. The moral imperative of nursing continues to be the preparation of socially responsible, professional nurses who strive to end social injustices.

  5. 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.

  6. Teacher Activism: Enacting a Vision for Social Justice

    Science.gov (United States)

    Picower, Bree

    2012-01-01

    This qualitative study focused on educators who participated in grassroots social justice groups to explore the role teacher activism can play in the struggle for educational justice. Findings show teacher activists made three overarching commitments: to reconcile their vision for justice with the realities of injustice around them; to work within…

  7. Problematising Development in Sustainability: Epistemic Justice ...

    African Journals Online (AJOL)

    Southern African Journal of Environmental Education, Vol. ... justice in education for sustainable development (ESD) and presents alternative ... that global definitions of development cement the dominant hegemonic discourse .... constituted by collective community and ecological components, social responsibility becomes.

  8. 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…

  9. 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…

  10. Flaunting It for Social Justice

    Science.gov (United States)

    Jackson, Janna

    2010-01-01

    By examining various movements in education in "Flaunt It! Queers Organizing for Public Education and Justice," Quinn and Meiners show a systematic and intentional "straightening" of American public schools. Throughout the book, the authors explore how various public and private realms operate to try to silence queer voices, and they discuss ways…

  11. Césio-137, um drama recontado

    OpenAIRE

    Vieira,Suzane de Alencar

    2013-01-01

    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 m...

  12. Romanian New Wave Drama: a New Genre?

    Directory of Open Access Journals (Sweden)

    Ţuţui

    2017-10-01

    Full Text Available It seems that the XIX century realism, cinéma vérité, Italian neorealism and Free Cinema have not exhausted the filmmakers’ ability to innovate in their attempt to achieve veracity. Critics from everywhere, both favourable and unfavourable, have noticed a new way of making cinema, later called the New Romanian Wave, which has caused changes in the aesthetics and concept of the fiction film, but regretfully which did not affect the nonfiction film as well. The author attempts to elucidate the premises of the appearance and the artistic and aesthetic characteristics of this new direction in the Romanian film – an essential stage in the imposition of a new cinema. The most important feature of the New Wave, in addition to technical features such as direct sound and hand-shot, is a new type of sombre drama, alongside of which the neorealist dramas seem like melodramas. In order to convince that this is a different drama from the one in neorealism, the author uses quotations from prestigious foreign critics and comparisons made between the films “Death of Mr. Lazarescu”, “Aurora”, and “Police, Adjective” and some neorealist films such as “Bicycle Thieves” and “Umberto D”. Thus, the specifics of the aesthetics of the creation of the young filmmakers: Cristi Puiu, Corneliu Porumboiu, Cristian Mungiu and others is configured.

  13. 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…

  14. Retributive and restorative justice.

    Science.gov (United States)

    Wenzel, Michael; Okimoto, Tyler G; Feather, Norman T; Platow, Michael J

    2008-10-01

    The emergence of restorative justice as an alternative model to Western, court-based criminal justice may have important implications for the psychology of justice. It is proposed that two different notions of justice affect responses to rule-breaking: restorative and retributive justice. Retributive justice essentially refers to the repair of justice through unilateral imposition of punishment, whereas restorative justice means the repair of justice through reaffirming a shared value-consensus in a bilateral process. Among the symbolic implications of transgressions, concerns about status and power are primarily related to retributive justice and concerns about shared values are primarily related to restorative justice. At the core of these processes, however, lies the parties' construal of their identity relation, specifically whether or not respondents perceive to share an identity with the offender. The specific case of intergroup transgressions is discussed, as are implications for future research on restoring a sense of justice after rule-breaking.

  15. Drama in the Dale: Transformation through Community Drama

    Science.gov (United States)

    Ward, Julie; Mills, Helen Frances; Anderson, Alan

    2013-01-01

    During the winter of 2011-2012, Weardale, England, was the setting for an ambitious informal adult education project. In this rural area in the northeast part of the country, the local arts collective, Jack Drum Arts, established a community play project entitled "The Bonny Moorhen." This dramatic undertaking aimed to retell the story of…

  16. 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......, the allocation of (or selection into) learning places, teaching–learning practices, teachers’ treatment of students, and student evaluations of grade distribution. We discuss the literature on the beliefs by students and teachers about the just distribution of educational goods in these five domains......, and on the practices used in the actual allocation of these goods. In line with normative ‘spheres of justice’ arguments in social theory, we conclude that the ideals of social justice within schools vary strongly according to the particular resource to be distributed. Moreover, these ideals often do not correspond...

  17. 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…

  18. 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.…

  19. A Guide To Test Instruments for Entry and Exit Assessment in Florida Department of Juvenile Justice Educational Programs.

    Science.gov (United States)

    Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services.

    The 1999 Florida Legislature revised the laws pertaining to the assessment of students in Department of Juvenile Justice (DJJ) facilities. Revisions identified specific requirements for measuring student academic progress in the basic skill areas of reading, writing, and mathematics. Following the passage of this legislation, the Department of…

  20. WHO IDENTIFIES WITH SUICIDAL FILM CHARACTERS? DETERMINANTS OF IDENTIFICATION WITH SUICIDAL PROTAGONISTS OF DRAMA FILMS

    OpenAIRE

    Till, Benedikt; Herberth, Arno; Sonneck, Gernot; Vitouch, Peter; Niederkrotenthaler, Thomas

    2013-01-01

    Background: Identification with a media character is an influential factor for the effects of a media product on the recipient, but still very little is known about this cognitive process. This study investigated to what extent identification of a recipient with the suicidal protagonist of a film drama is influenced by the similarity between them in terms of sex, age, and education as well as by the viewer’s empathy and suicidality. Subjects and methods: Sixty adults were assigned...

  1. 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.

  2. Being Pulled into the Drama

    DEFF Research Database (Denmark)

    Lund, Ole

    2017-01-01

    and intellectualised communication is emphasised with less attention paid to what can be communicated by way of bodily movements. The purpose of this article is the promotion of motivation in concrete bodily interactions between educators and children during educator-controlled activities. The study is based...... on a fieldwork study conducted in a Danish kindergarten. Two examples from this study are used to illustrate the profound and dramatic effect bodily interactions can have on children’s motivations. The study concludes that educators’ bodily ‘manipulative’ and dramatised engagement with children during...... pedagogical activities can be an effective and profound way of affecting children’s immediate experiences and motivations for participating....

  3. 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…

  4. "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…

  5. Teaching Social Studies Through Drama

    OpenAIRE

    Anderson, Colin

    2017-01-01

    Educators and researchers have long discussed methods for improving student achievement in the social studies and history. Research on student attitudes reveals that the social studies suffers from a lack of interest among students. Common complaints among students are that the subject is tedious, does not relate to their lives, is not particularly useful for their future careers, is repetitive, or that it is simply boring (Schug et al., 1982}. Even when students recognize the utilitarian val...

  6. 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.

  7. 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…

  8. 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…

  9. The Influence of Process Drama on Elementary Students' Written Language

    Science.gov (United States)

    Anderson, Alida

    2012-01-01

    This article describes the influence of process drama on fourth grade students' written language productivity and specificity. Participants included 16 students with learning and/or behavioral challenges at an urban public charter school. The influence of process drama on students' written language was compared across contextualized and…

  10. Music in Contemporary Nigerian Drama: A Functionalist Approach ...

    African Journals Online (AJOL)

    It classifies the basic types of music, and identifies and analyses the various uses to which music is put, in contemporary Nigerian drama. In proving this, it draws on examples of the functions of music from four different Nigerian drama texts. The paper concludes on the submission that music goes a long way in consolidating ...

  11. Global Export Patterns and Potential Impacts of Danish TV Drama

    DEFF Research Database (Denmark)

    Jensen, Pia Majbritt

    Part of the panel 'Producing TV Drama in Small Nations: negotiating place and policy': For small nations the television industry, and in particular its drama output, performs a number of important cultural, political and economic functions. However, several structural challenges shape their telev...

  12. Movement and Drama in Therapy: The Therapeutic Use of Movement, Drama and Music.

    Science.gov (United States)

    Wethered, Audrey

    Basic principles in body movement, drama, and music therapy for the emotionally disturbed are explored in this text. Various approaches to therapy are illustrated by accounts of individuals and groups with whom the author has worked. A list of musical pieces, with notes on possible application in therapy, is also included. The book is designed to…

  13. Visual Arts as a Lever for Social Justice Education: Labor Studies in the High School Art Curriculum

    OpenAIRE

    Sosin, Adrienne Andi; Bekkala, Elsa; Pepper-Sanello, Miriam

    2010-01-01

    This collaborative action research study of pedagogy examines an introductory high school visual arts curriculum that includes artworks pertinent to labor studies, and their impact on students’ understanding of the power of art for social commentary. Urban students with multicultural backgrounds study social realism as an historical artistic movement, consider the value of collective activism for social justice, and learn modes of artistic expression that meet state standards in visual arts....

  14. 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.

  15. Fetal Alcohol Spectrum Disorders: Using Knowledge, Attitudes and Practice of Justice Professionals to Support their Educational Needs.

    Science.gov (United States)

    Mutch, Raewyn C; Jones, Heather M; Bower, Carol; Watkins, Rochelle E

    2016-01-01

    People with Fetal Alcohol Spectrum Disorders (FASD) can be involved in high risk, socially unacceptable and harmful behaviours and are at high risk of engaging with the justice system. To obtain baseline data on Western Australian justice professionals' knowledge, attitudes and practice relating to FASD to inform the development of FASD resources. Cross sectional study using on-line survey methods, descriptive analysis of quantitative data and content analysis methods for qualitative data. 1873 people were invited to complete the survey. A total of 427 (23%) judicial officers, lawyers, corrective services personnel and police completed the survey. The majority had heard of Fetal Alcohol Syndrome (85%) but were less familiar with FASD (60%). Only 16% of respondents identified the key features of FASD as permanent and only 48.4% considered psychological difficulties as important. The majority of legal and judicial officers and approximately half the police officers considered that knowledge about FASD was very relevant to their work. There was widespread agreement of the need for more information and training about FASD to optimise outcomes for people with, or suspected of having a FASD, engaging with the justice system.

  16. The concept of energy justice across the disciplines

    International Nuclear Information System (INIS)

    Heffron, Raphael J.; McCauley, Darren

    2017-01-01

    Over the last decade, ‘Energy Justice’ is a concept that has emerged in research across many disciplines. This research explores the role and value of the energy justice concept across the disciplines. It provides the first critical account of the emergence of the energy justice concept in both research and practice. A diagrammatical image for examining the energy justice concepts is presented and this is a tool for interdisciplinary engagement with the concept. In this context, restorative justice is introduced and how it results in energy justice applying in practice is detailed. Energy research scholarship at universities is assessed and it is clear that through universities there is a platform for energy justice scholarship to build on the interdisciplinary energy scholarship at universities. Further, the role of education is vital to policy-making, and the understanding and development of the energy justice concept. Finally, in analysing how the energy justice concept can impact on policy-making, there is a critical examination of the energy justice and its relationship with economics, and how it can transfer directly into practice by assisting in balancing the competing aims of the energy trilemma. - Highlights: • Presents the value of the energy justice concept itself. • Introduces restorative justice as having a key role across the energy justice concept. • Expresses the need to develop a ‘common approach’ for the energy justice concept Advances the conceptual framework for energy justice – from theory to practice.

  17. 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,…

  18. Social Justice and Leadership Development

    Science.gov (United States)

    Forde, Christine; Torrance, Deirdre

    2017-01-01

    The revised professional standards for the teaching profession in Scotland are underpinned by a set of values which includes a detailed articulation of social justice for education covering rights, diversity and sustainability. There is a future orientation in these standards that privileges the contribution of teachers and leaders to realizing a…

  19. Friendship versus love in Ibsen's dramas

    Directory of Open Access Journals (Sweden)

    Beret Wicklund

    2015-02-01

    Full Text Available The article explores how friendships between men and women are presented in the dramas A Doll’s House, The Lady from the Sea, Rosmersholm and Hedda Gabler. Friendship is an important motive which functions to show women’s subordinate role in the bourgeois society in Ibsen’s time. Friendship seems to be a positive alternative relation to love and marriage for women, as it has the element of equality and freedom from traditional female roles. When love is declared, though, this hope is destroyed and it is revealed how all relations are involved in patriarchy and finances. Friendships also function for both male and female characters as an illusion and a convenient psychological cover for unpleasant feelings of guilt the characters are not able to admit or express. This functions in presenting the different cultural standards for men and women as it pertains to what are socially accepted of sexual feelings and experiences. In this way, we see how Ibsen, through his dramas, takes part in the important cultural debate on sexuality in Norway in his time, reflecting different arguments in this debate.

  20. 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.

  1. Governance and Justice | IDRC - International Development ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    This program fosters better governance and justice systems so people can lead ... A man peers through a hole in a wall that separates Tijuana, Mexico, from the United States. ... Denial of health care or an education is unthinkable for most.

  2. 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…

  3. DIDATTICA PROCESS DRAMA: PRINCIPI DI BASE, ESTETICA E COINVOLGIMENTO

    Directory of Open Access Journals (Sweden)

    Erika Piazzoli

    2011-07-01

    Full Text Available Questo articolo descrive un progetto di ricerca sull’estetica del process drama per l’insegnamento delle lingue straniere. La ricerca si basa sulla metodologia reflective practitioner, rivolta a tre casi di studio analizzati con metodi sia qualitativi che quantitativi. L’articolo costituisce un’introduzione alla ricerca, nonché alla didattica process drama, ai suoi principi di base, l’estetica e i vari tipi di coinvolgimento che può suscitare. In particolare, prende in considerazione il primo caso di studio del progetto, condotto presso l’Università degli Studi di Milano, con sedici apprendenti di Italiano L2 e tre tirocinanti in qualità di osservatrici. I risultati preliminari dell’analisi puntano a un’aumentata motivazione comunicativa e consapevolezza interculturale degli apprendenti. I risultati puntano anche a una complessa relazione multilaterale fra vari tipi di coinvolgimento nel laboratorio process drama L2.     Process drama didactics: basic principles, esthetics and involvement   This paper outlines a doctoral research project on the aesthetics of process drama for intercultural language learning. The project was framed by a reflective practitioner paradigm, using multiple case studies with a mixed methods approach. This paper introduces process drama as an approach, discussing its principles, aesthetics and underpinning theory; it focuses on process drama for additional language learning and the kinds of engagement it can generate. It illustrates the first case study, conducted at the University of Milan with sixteen learners of L2 Italian and three observing teachers. Preliminary findings suggest that process drama was beneficial to support motivation to communicate and to foster intercultural awareness in the learners. Findings also suggest a complex, intertwined relationship between types of engagement in the L2 process drama classroom. 

  4. A broader view of justice.

    Science.gov (United States)

    Jecker, Nancy S

    2008-10-01

    In this paper I argue that a narrow view of justice dominates the bioethics literature. I urge a broader view. As bioethicists, we often conceive of justice using a medical model. This model focuses attention at a particular point in time, namely, when someone who is already sick seeks access to scarce or expensive services. A medical model asks how we can fairly distribute those services. The broader view I endorse requires looking upstream, and asking how disease and suffering came about. In contrast to a medical model, a social model of justice considers how social determinants affect the health of a population. For example, social factors such as access to clean drinking water, education, safe workplaces, and police protection, profoundly affect risk for disease and early death. I examine one important social determinant of health, health care coverage, to show the limits of a medical model and the merits of a broader view.

  5. Mobile drama in an instrumented museum: inducing group conversation via coordinated narratives

    Science.gov (United States)

    Callaway, Charles; Stock, Oliviero; Dekoven, Elyon; Noy, Kinneret; Citron, Yael; Dobrin, Yael

    2012-03-01

    Museum visits can be more enjoyable to small groups if they can be both social and educational experiences. One very rewarding aspect of a visit, especially those involving small groups such as families, is the unmediated group discussion that can ensue during a shared cultural experience. We present a situated, mobile museum system that delivers an hour-long drama to museum visitors. It perceives and analyzes group behavior, uses the result to dynamically deliver coordinated dramatic narrative presentations about the nearby museum exhibit, with the expected result of stimulating group discussion. To accomplish this, our drama-based presentations contain small, complementary differences in the content delivered to each participant, leveraging the narrative tension/release cycle of drama to naturally lead visitors to fill in missing pieces by interacting with friends, thus initiating a conversation. We present two evaluations for these story variations, one in a closed, non-mobile environment, and the other a formative evaluation to gauge how well the methodology used in the non-mobile evaluation performs in evaluating the fully implemented system in a real museum environment.

  6. What Should Teachers' Unions Do in a Time of Educational Crisis? An Essay Review of Lois Weiner's "The Future of Our Schools: Teachers Unions and Social Justice" (Chicago, IL: Haymarket Books, 2012, 220 pp.)

    Science.gov (United States)

    Apple, Michael W.

    2013-01-01

    What roles can and should teachers' unions play in the deliberations, debates, and conflicts over school reform in a time when education sits at the center of so much of our economic, political, ideological, and cultural tensions? Lois Weiner's new book, "The Future of Our Schools: Teachers Unions and Social Justice," speaks…

  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. NDTAC Practice Guide: Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems Requires Within-Agency and Cross-Agency Leadership

    Science.gov (United States)

    Read, Nicholas W.; Price, Ted S.; Gonsoulin, Simon

    2015-01-01

    In partnership with the Center for Juvenile Justice Reform (CJJR), the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) has developed a series of practice guides that provide concrete strategies for adopting the principles and practices discussed in the…

  9. Should Kids Be Allowed to Burn the House Down? Interrogating the Role of Ideology and Critical Pedagogy in the Drama Classroom.

    Science.gov (United States)

    Alrutz, Megan

    The question of how to provide children with a set of core values and beliefs, while still allowing them freedom of choice or independence, permeates not only the family structure, but the education system as well. The educator/author of this paper, a teaching artist, justifies drama as promoting critical understanding and enhancing the ability to…

  10. Observation of the Effectiveness of Drama Method in Helping to Acquire the Addition-Subtraction Skills by Children at Preschool Phase

    Science.gov (United States)

    Soydan, Sema; Quadir, Seher Ersoy

    2013-01-01

    Principal aim of this study is to show the effectiveness of the program prepared by researchers in order to enable 6 year-old children attending pre-school educational institutions to effectively gain addition subtraction skills through a drama-related method. The work group in the research comprised of 80 kids who continued their education in…

  11. 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. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. 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…

  13. 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…

  14. From empowerment to response-ability: rethinking socio-spatial, environmental justice, and nature-culture binaries in the context of STEM education

    Science.gov (United States)

    Kayumova, Shakhnoza; McGuire, Chad J.; Cardello, Suzanne

    2018-04-01

    In this conceptual paper, we draw upon the insights of Feminist Science Studies, in particular Karen Barad's concept of agential realism, as a critical analytical tool to re-think nature and culture binaries in dominant science knowledge-making practices and explanatory accounts, and their possible implications for science education in the context of socio-spatial and environmental injustices. Barad's framework proposes a relational and more expansive approach to justice, which takes into account consequential effects of nature-culture practices on humans, non-humans, and more than human vitalities. In efforts to understand potentialities of Barad's theory of agential realism, we situate our argument in the "story" of local children who encounter a bottle of cyanide in a former manufacturing building. The story takes place in a post-industrial urban city located in the U.S., caught up in an inverse relationship between the technological and scientific advances observed "globally" and the deteriorating environmental and living conditions experienced "locally" as the result of erstwhile industrial activity. Based on agential realist readings of the story and taking into consideration children's developing subjectivities, we argue that equity-oriented scholarship in science education might not be able to achieve justice devoid of understanding of the relatedness to plurality of life forms. We invite our readers to consider (re)configuring socio-spatial and environmental issues as an ethical response-ability that is constituted through relationships of care, recognition, openness, and responsiveness to vitalities of humans and nonhumans equally, one which cannot be conceptualized from a priori and distant calculations, but rather continuous entangled relations.

  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. Projects in Medical Education: “Social Justice In Medicine” A Rationale for an Elective Program as Part of the Medical Education Curriculum at John A. Burns School of Medicine

    Science.gov (United States)

    Schiff, Teresa

    2012-01-01

    Background Research has shown that cultural competence training improves the attitudes, knowledge, and skills of clinicians related to caring for diverse populations. Social Justice in medicine is the idea that healthcare workers promote fair treatment in healthcare so that disparities are eliminated. Providing students with the opportunity to explore social issues in health is the first step toward decreasing discrimination. This concept is required for institutional accreditation and widely publicized as improving health care delivery in our society. Methods A literature review was performed searching for social justice training in medical curricula in North America. Results Twenty-six articles were discovered addressing the topic or related to the concept of social justice or cultural humility. The concepts are in accordance with objectives supported by the Future of Medical Education in Canada Report (2010), the Carnegie Foundation Report (2010), and the LCME guidelines. Discussion The authors have introduced into the elective curriculum of the John A. Burns School of Medicine a series of activities within a time span of four years to encourage medical students to further their knowledge and skills in social awareness and cultural competence as it relates to their future practice as physicians. At the completion of this adjunct curriculum, participants will earn the Dean's Certificate of Distinction in Social Justice, a novel program at the medical school. It is the hope of these efforts that medical students go beyond cultural competence and become fluent in the critical consciousness that will enable them to understand different health beliefs and practices, engage in meaningful discourse, perform collaborative problem-solving, conduct continuous self-reflection, and, as a result, deliver socially responsible, compassionate care to all members of society. PMID:22737646

  17. Review Essay: Rethinking Gender Justice a Transnational Approach

    DEFF Research Database (Denmark)

    Siim, Birte

    2015-01-01

    Ambivalence” is one reason for feminists to be concerned about Fraser’s new theoretical and political approach. Here Fraser uses Karl Polanyi’s classical book: ’The Great Transformation’ (1944) as inspiration to rethink the character of the present political-economic crisis, social justice...... and the emancipatory potentials of feminism. The ambitious aim of the book is to contribute to feminism’s theoretical and political project in a globalized world. The title:’Fortunes of Feminism’, the prologue and the book’s structure as a drama in three acts all refer to Fraser’s interpretation of the evolution...... in in Justice Interruptus; two articles have only appeared in French It is therefore great to have a collection of some of her best articles, but the question is what gender researchers can learn from this book? To me, the final chapter: ”Between Marketization and Social Protection: Resolving the Feminist...

  18. The use of drama and puppetry in occupational therapy during the 1920s and 1930s.

    Science.gov (United States)

    Phillips, M E

    1996-03-01

    The occupational therapy literature was reviewed to determine how drama was used as a clinical modality in the 1920s and 1930s. It appears that the emergence of the Little Theater Movement in the early 1900s, which enabled amateurs to perform publicly, provided the impetus for occupational therapists to use drama as purposeful activity. The theatrical modes most frequently used were pageantry, puppetry, and comedic plays. Additionally, the collective nature of drama facilitated group-centered treatment. Noble, a psychiatrist at Sheppard and Enoch Pratt in Maryland, used drama for insight-oriented therapy and recommended that occupational therapists use drama for treatment of persons with mental illness. Drama in occupational therapy still exists in some psychiatric settings, although a new discipline known as drama therapy, which is a division of the creative arts therapies, has arisen. Although drama therapy addresses psychodynamic goals, drama also can be used in occupational therapy to promote competence, enhance self-concept, and improve socialization.

  19. Satirical drama, political corruption and development implications for ...

    African Journals Online (AJOL)

    Satirical drama, political corruption and development implications for Nigeria: a reflection on Ola Rotimi's Our husband has gone mad again. ... The corrupt tendencies of this select few, which come in various forms, have ... from 32 Countries:.

  20. 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.

  1. Justice and medical ethics.

    Science.gov (United States)

    Gillon, R

    1985-07-20

    Justice, in the sense of fair adjudication between conflicting claims, is held to be relevant to a wide range of issues in medical ethics. Several differing concepts of justice are briefly described, including Aristotle's formal principle of justice, libertarian theories, utilitarian theories, Marxist theories, the theory of John Rawls, and the view--held, for example, by W.D. Ross--that justice is essentially a matter of reward for individual merit.

  2. Effects of Films and Television Dramas on Destination Image

    Directory of Open Access Journals (Sweden)

    Pars Şahbaz

    2009-09-01

    Full Text Available The aim of this study is bring up the effects of films and television dramas on destination image. Image is a picture and a imagery which ia about destination and also image affects the purchase decision making. The population of the study contains domestic tourists who visited Mardin. The result of the study suggests that there is a substantive relationship between destination images and films and television dramas.

  3. Drama therapy for schizophrenia or schizophrenia-like illnesses.

    Science.gov (United States)

    Ruddy, R A; Dent-Brown, K

    2007-01-24

    Medication is the mainstay of treatment for schizophrenia or schizophrenia-like illnesses, but many people continue to experience symptoms in spite of medication (Johnstone 1998). In addition to medication, creative therapies, such as drama therapy may prove beneficial. Drama therapy is a form of treatment that encourages spontaneity and creativity. It can promote emotional expression, but does not necessarily require the participant to have insight into their condition or psychological-mindset. To review the effects of drama therapy and related approaches as an adjunctive treatment for schizophrenia compared with standard care and other psychosocial interventions. We searched the Cochrane Schizophrenia Group's Register (October 2006), hand searched reference lists, hand searched Dramatherapy (the journal of the British Association of Dramatherapists) and Arts in Psychotherapy and contacted relevant authors. We included all randomised controlled trials that compared drama therapy, psychodrama and related approaches with standard care or other psychosocial interventions for schizophrenia. We reliably selected, quality assessed and extracted data from the studies. We excluded data where more than 50% of participants in any group were lost to follow up. For continuous outcomes we calculated a weighted mean difference and its 95% confidence interval. For binary outcomes we calculated a fixed effects risk ratio (RR), its 95% confidence interval (CI) and a number needed to treat (NNT). The search identified 183 references but only five studies (total n=210) met the inclusion criteria. All of the studies were on inpatient populations and compared the intervention with standard inpatient care. One study had drama therapy as the intervention, one had role-playing, one had a social drama group and two used psychodrama. Two of the included studies were Chinese and it is difficult to know whether psychodrama and indeed inpatient psychiatric care in China is comparable with the

  4. Developing Critical Social Justice Literacy in an Online Seminar

    Science.gov (United States)

    Bondy, Elizabeth; Hambacher, Elyse; Murphy, Amy S.; Wolkenhauer, Rachel; Krell, Desi

    2015-01-01

    The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators' perspectives of the…

  5. Teaching Mathematics for Social Justice: Examining Preservice Teachers' Conceptions

    Science.gov (United States)

    Jong, Cindy; Jackson, Christa

    2016-01-01

    Teaching for social justice is a critical pedagogy used to empower students to be social agents in the world they live. This critical pedagogy has extended to mathematics education. Over the last decade, mathematics education researchers have conceptualized what it means to teach mathematics for social justice, but little is known about preservice…

  6. Nailing Jello to the Wall: Articulating Conceptualizations of Social Justice

    Science.gov (United States)

    Sandretto, Susan; Ballard, Keith; Burke, Pam; Kane, Ruth; Lang, Catherine; Schon, Pamela; Whyte, Barbara

    2007-01-01

    This article presents conceptualizations of social justice expressed by a group of teacher educators in New Zealand and seeks to reinforce the importance of placing social justice on the agenda of teacher education. It is presented in the form of a reader's theater script designed to elicit discussion and encourage others to reflect critically on…

  7. An Eroding Social Justice Agenda: The Case of Physical Education and Health Edu-Business in Schools

    Science.gov (United States)

    McCuaig, Louise; Enright, Eimear; Rossi, Anthony; Macdonald, Doune; Hansen, Scott

    2016-01-01

    In this article, we draw on current research to explore notions of socially just health and physical education (HPE) programs, in light of claims that a neoliberal globalization promotes markets over the states and a new individualism that privileges self-interest over the collective good. We also invite readers to consider the UN Educational,…

  8. Making "Good" or "Critical" Citizens: From Social Justice to Financial Literacy in the Québec Education Program

    Science.gov (United States)

    Lefrançois, David; Ethier, Marc-André; Cambron-Prémont, Amélie

    2017-01-01

    Purpose: The Québec Ministry of Education has introduced--as of September 2017--a new mandatory course focusing on financial literacy and addressing such issues as credit scores, loans, taxes and budgets. This announcement has created intense educational debate on the "raison d'être" and content of the course. This article will summarise…

  9. Peter Fensham--Head, Heart and Hands (on) in the Service of Science Education and Social Equity and Justice

    Science.gov (United States)

    Gunstone, Richard

    2009-01-01

    When Peter Fensham was appointed to the new Chair of Science Education at Monash University in 1967 he was the first Professor of Science Education in Australia, and, we think, may well have been the first such professor anywhere in the world outside USA. Over the subsequent 40+ years he has made/still makes remarkable and diverse contributions to…

  10. Models of Transformative Learning for Social Justice: Comparative Case Studies of Non-Formal Development Education in Britain and Spain

    Science.gov (United States)

    Brown, Eleanor J.

    2015-01-01

    This paper presents comparative case studies of non-formal development education by non-profit organisations in two European countries. The study aimed to explore the extent to which such activities provide opportunities for transformative learning. The research was qualitative and began with interviews with educators across 14 organisations in…

  11. Mobilizing Intercultural Education for Equity and Social Justice. Time to React against the Intolerable: A Proposal from Spain

    Science.gov (United States)

    Aguado-Odina, Teresa; Mata-Benito, Patricia; Gil-Jaurena, Inés

    2017-01-01

    Education is suffering from the consequences of strengthening neoliberal policies, which impose an education model that serves the interests of the hegemonic economic system. The market rationale is being implemented in schools, moving the interests from equity to efficiency, from equal opportunities to performance. Starting from setting out a…

  12. Conceptualising Food Research in Higher Education as a Matter of Social Justice: Philosophical, Methodological and Ethical Considerations

    Science.gov (United States)

    Dominguez-Whitehead, Yasmine

    2017-01-01

    Globally, food concerns in higher education have emerged as an issue of critical importance. Food acquisition struggles and high rates of food insecurity among students have been documented, yet food within higher education continues to be an under-researched area of study. This paper calls for advancing research that critically engages with food…

  13. Harriet Tubman and the Underground Railroad: A Drama Workshop for Junior High and High School Students.

    Science.gov (United States)

    Tabone, Carmine; Albrecht, Robert

    2000-01-01

    Claims drama in the classroom offers teachers an opportunity to "bring to life" the challenges and triumphs of African Americans. Describes a drama workshop based on the story of Harriet Tubman and the Underground Railroad. (NH)

  14. The Lenin-Hobson Theory of Imperialism: A Didactic Drama in Five Acts.

    Science.gov (United States)

    Light, Ivan

    1986-01-01

    This article presents an original drama depicting the Lenin-Hobson theory of imperialism. Students participate in the drama and critically analyze its contents in order to better understand the Marxist point of view toward capitalism. (JDH)

  15. A proposal for the reorganization of citizenship education via the implementation of the dramatic metod

    Directory of Open Access Journals (Sweden)

    Gökçen Özbek

    2014-04-01

    Full Text Available The purpose of this paper is to establish the relationship between citizenship education and drama method. In this study, I propose a reorganization of the citizenship and/or democracy education by building in a component of drama method. To this end, citizenship education, as well as its applications in Europe and in Turkey, will be explained in order to provide a framework for the concept. Following this, the dramatic method and the connections between drama and citizenship education will be presented for the purpose of demonstrating the possible impact of drama on civic education.

  16. A Study on the Effect of Mathematics Teaching Provided through Drama on the Mathematics Ability of Six-Year-Old Children

    Science.gov (United States)

    Erdogan, Serap; Baran, Gulen

    2009-01-01

    This study was conducted to examine the effect of mathematics teaching given through the drama method on the mathematical ability of six-year-old children. The research was conducted in Ankara on 105 children from the kindergarten classes of two different primary schools of the Ministry of National Education, which are at middle socio-economic…

  17. The Teacher as Co-Creator of Drama: A Phenomenological Study of the Experiences and Reflections of Irish Primary School Teachers

    Science.gov (United States)

    McDonagh, Fiona; Finneran, Michael

    2017-01-01

    Classroom drama in the Irish primary school context remains a relatively new endeavour and is largely under-researched. The knowledge base for all aspects of teacher education should be informed by rigorous reflection on teachers' experiences in the classroom. This paper reports on a phenomenological study conducted with seven Irish primary school…

  18. Evaluating the Sharing Stories youth theatre program: an interactive theatre and drama-based strategy for sexual health promotion among multicultural youth.

    Science.gov (United States)

    Roberts, Meagan; Lobo, Roanna; Sorenson, Anne

    2017-03-01

    Issue addressed Rates of sexually transmissible infections among young people are high, and there is a need for innovative, youth-focused sexual health promotion programs. This study evaluated the effectiveness of the Sharing Stories youth theatre program, which uses interactive theatre and drama-based strategies to engage and educate multicultural youth on sexual health issues. The effectiveness of using drama-based evaluation methods is also discussed. Methods The youth theatre program participants were 18 multicultural youth from South East Asian, African and Middle Eastern backgrounds aged between 14 and 21 years. Four sexual health drama scenarios and a sexual health questionnaire were used to measure changes in knowledge and attitudes. Results Participants reported being confident talking to and supporting their friends with regards to safe sex messages, improved their sexual health knowledge and demonstrated a positive shift in their attitudes towards sexual health. Drama-based evaluation methods were effective in engaging multicultural youth and worked well across the cultures and age groups. Conclusions Theatre and drama-based sexual health promotion strategies are an effective method for up-skilling young people from multicultural backgrounds to be peer educators and good communicators of sexual health information. Drama-based evaluation methods are engaging for young people and an effective way of collecting data from culturally diverse youth. So what? This study recommends incorporating interactive and arts-based strategies into sexual health promotion programs for multicultural youth. It also provides guidance for health promotion practitioners evaluating an arts-based health promotion program using arts-based data collection methods.

  19. University Access and Theories of Social Justice: Contributions of the Capabilities Approach

    Science.gov (United States)

    Wilson-Strydom, Merridy

    2015-01-01

    Issues of social justice in higher education together with a focus on access or widening participation have become of increasing importance globally. Given the complex theoretical terrain of social justice and the tensions inherent in applying social justice frameworks within higher education, and particularly in the area of access, this paper…

  20. Justice and Negotiation.

    Science.gov (United States)

    Druckman, Daniel; Wagner, Lynn M

    2016-01-01

    This review article examines the literature regarding the role played by principles of justice in negotiation. Laboratory experiments and high-stakes negotiations reveal that justice is a complex concept, both in relation to attaining just outcomes and to establishing just processes. We focus on how justice preferences guide the process and outcome of negotiated exchanges. Focusing primarily on the two types of principles that have received the most attention, distributive justice (outcomes of negotiation) and procedural justice (process of negotiation), we introduce the topic by reviewing the most relevant experimental and field or archival research on the roles played by these justice principles in negotiation. A discussion of the methods used in these studies precedes a review organized in terms of a framework that highlights the concept of negotiating stages. We also develop hypotheses based on the existing literature to point the way forward for further research on this topic.

  1. Contemporary Transitional Justice

    DEFF Research Database (Denmark)

    Gissel, Line Engbo

    2017-01-01

    This article studies the contemporary expression of transitional justice, a field of practice through which global governance is exercised. It argues that transitional justice is being normalised, given the normative and empirical de-legitimisation of its premise of exceptionalism. The article...... theorises exceptionalism and normalcy in transitional justice and identifies three macro-level causes of normalisation: the legalisation, internationalisation, and professionalization of the field. This argument is illustrated by a study of Uganda’s trajectory of transitional justice since 1986. Across five...... phases of transitional justice, processes of legalisation, internationalisation, and professionalization have contributed to the gradual dismantling of the country’s exceptional justice. The case demonstrates, further, that normalization is a contested and incomplete process....

  2. An Eroding Social Justice Agenda: The Case of Physical Education and Health Edu-Business in Schools.

    Science.gov (United States)

    McCuaig, Louise; Enright, Eimear; Rossi, Anthony; Macdonald, Doune; Hansen, Scott

    2016-06-01

    In this article, we draw on current research to explore notions of socially just health and physical education (HPE) programs, in light of claims that a neoliberal globalization promotes markets over the states and a new individualism that privileges self-interest over the collective good. We also invite readers to consider the UN Educational, Scientific, and Cultural Organization's ambition for physical education in light of preliminary findings from an Australian-led research project exploring national and international patterns of outsourcing HPE curricula. Data were sourced from this international research project through a mixed-methods approach. Each external provider engaged in 4 phases of research activity: (a) Web audits, (b) interviews with external providers, (c) network diagrams, and (d) school partner interviews and observations. We then used these data to pose what we believe to be three emerging lines of inquiry and challenge for a socially just school HPE in neoliberal times. In particular, our data indicate that the marketization of school HPE is strengthening an emphasis on individual responsibility for personal health, thereby elevating expectations that schools and teachers will "fill the welfare gap" and, finally, influencing the nature and purchase of educative HPE programs in schools. The apparent proliferation of external providers of health work and HPE resources and services reflects the rise and pervasiveness of neoliberalism in education. We conclude that this global HPE landscape warrants attention to investigate the extent to which external providers' resources are compatible with schooling's educative and inclusive mandates.

  3. Suggestions for an Effective Drama-Based EFL Course at a Korean University

    Science.gov (United States)

    Reed, Jennifer; Seong, Myeong-Hee

    2013-01-01

    This paper aims to suggest pragmatic instructions for conducting an English course that focuses on speaking and listening skills through using drama as a language teaching activity. Recent research on drama in the ESL/EFL classroom has been about the benefits of drama and methods one can use, but research on techniques, activities, and methodology…

  4. Connection and Commitment: Exploring the Generation and Experience of Emotion in a Participatory Drama

    Science.gov (United States)

    Dunn, Julie; Bundy, Penny; Stinson, Madonna

    2015-01-01

    Emotion is a complex and important aspect of participatory drama experience. This is because drama work of this kind provokes emotional responses to both actual and dramatic worlds. This paper identifies two key features of participatory drama that influence the generation and experience of emotion: commitment and connection. These features are…

  5. Use of Creative Drama in Science and Mathematics by Preservice Elementary Teachers

    Science.gov (United States)

    Ozdemir, Pinar; Akkus Cikla, Oylum

    2005-01-01

    The purpose of this study is to analyse science and mathematics lesson plans prepared in the light of drama based instruction by preservice elementary teachers. For this purpose, 12 female participants were chosen volunteerly. They gained basic knowledge and experience about creative drama by involving sample creative drama activities and lesson…

  6. Psychology and criminal justice

    OpenAIRE

    Adler, Joanna R.

    2013-01-01

    This chapter is designed to give the reader a flavour of a few areas in which psychology has been applied to criminal justice. It begins by providing some historical context and showing the development of some applications of psychology to criminal justice. The chapter is broadly split into 3 sections: Pre Trial; Trial; and Post Trial. In most of this chapter, the areas considered assess how psychology has had an influence on the law and how psychologists work within criminal justice settings...

  7. Restorative justice: a changing community response

    Directory of Open Access Journals (Sweden)

    Thomas G Ryan

    2015-03-01

    Full Text Available Our purpose herein is to demonstrate how restorative justice continues to unfold globally and we explain how the use of a restorative justice ideology and intervention leads to a common alternative, not only in criminal justice institutions, but also within social agencies, such as elementary schools, and the related social support systems. We draw attention to this emerging trend via current research and resources that enable us to put forward a definition, theoretical background and list the characteristic traits of this alternative mode of life consequence. Finally, we argue that the use of restorative justice in schools is a focus that is really a paradigm shift within the landscape of the educational enterprise.

  8. Ethical Challenges Regarding Globalization of Higher Education

    Science.gov (United States)

    Olivier, Bert

    2011-01-01

    This paper places the question of ethical challenges in relation to the process of globalization concerning international education and the mobility of international students worldwide. It focuses on five areas of justice, namely, social and political justice, administrative justice, distributive justice, cultural justice and ecological justice.…

  9. Professional development for radiographers and post graduate nurses in radiological interventions: Building teamwork and collaboration through drama.

    Science.gov (United States)

    Lundén, M; Lundgren, S M; Morrison-Helme, M; Lepp, M

    2017-11-01

    The rapid development within Interventional Radiology presents new challenges. Hybrid operating rooms consist of interventional radiology, open surgery, computed tomography, magnetic resonance imaging and other techniques. This means that several disciplines and professionals need to work in new constellations creating a multidisciplinary team around the patient. In accordance with this development, higher professional education must provide new pedagogic strategies to successfully address the knowledge expected in today's complex working life. To explore the use of Applied Drama as a learning medium, focusing on the use of Forum Theatre, to foster team work and collaboration in the field of radiography and learning. A qualitative approach, closely related to Ethnography, was utilized. The Drama Workshop utilising Forum Theatre created a dynamic learning environment and enabled the participants from three professions to understand each other's priorities better. The use of drama within health care education allows the students to take different roles in order to find the best way to co-operate. Forum Theatre is a useful learning medium in order to promote teamwork and collaboration in the radiological intervention field. By choosing a personal working experience, Forum Theatre seem to engage the participants at a deeper level and to experience various communication strategies and how the outcome changed depending on the approach. This can lead to improved teamwork and collaboration. Copyright © 2017 The College of Radiographers. All rights reserved.

  10. Staff Involvement in Leadership Decision Making in the UK Further Education Sector: Perceptions of Quality and Social Justice

    Science.gov (United States)

    Maringe, Felix

    2012-01-01

    Purpose: The purpose of the paper is to explore the quality of leadership decision making at various leadership levels in the further education (FE) sector. Using Hoffberg and Korver's model for integrated decision making, the paper aims to examine how staff in five UK FE colleges perceive the quality of their involvement in decision-making teams…

  11. From Scientific Management to Social Justice...and Back Again? Pedagogical Shifts in the Study and Practice of Educational Leadership

    Science.gov (United States)

    Brooks, Jeffrey S.; Miles, Mark

    2006-01-01

    This article presents an historical overview of pedagogical orientations of school leadership in the United States, and then considers issues facing contemporary educational leaders in this context. Our survey begins with a consideration of the early influence of Frederick Taylor and ends in the present day, a time when the fields of practice and…

  12. Cross-Cultural Dimensions of Applied, Critical, and Transformational Leadership: Women Principals Advancing Social Justice and Educational Equity

    Science.gov (United States)

    Santamaría, Lorri J.; Jean-Marie, Gaëtane

    2014-01-01

    This study, based on the qualitatively rendered experiences and perceptions of educational leaders from historically underserved backgrounds in the US, argues that identity impacts leadership practice. To make this point, researchers build upon an emergent theoretical framework for applied critical leadership from the theories and traditions of…

  13. Think Piece: Cognitive Justice and Integration without Duress. The Future of Development Education--Perspectives from the South

    Science.gov (United States)

    Odora Hoppers, Catherine A.

    2015-01-01

    "In a time of unacceptable global injustice, growing inequalities in the distribution of power, accelerating climate change, and unwavering racism and social exclusion, we are today facing the biggest challenges of human history" (European Conference on Intercultural Dialogue in Development Education, 2008: 1). A favourable wind is…

  14. The Uses of Gandhi in Education in Bali: Different Responses to Globalisation--Implications for Social Justice

    Science.gov (United States)

    Tamatea, Laurence

    2005-01-01

    Mohandas Karamchand Gandhi (1869-1948) is well-remembered as a man of peace who entered into a life of renunciation to overcome India's caste, class and religious differences for the purpose of independence as much as personal liberation. Less well- known is Gandhi's critique of the education system established in India under the circumstances of…

  15. Democracy, Freedom, and Justice after September 11th: Rethinking the Role of Educators and the Politics of Schooling.

    Science.gov (United States)

    Giroux, Henry A.

    2002-01-01

    Illustrates how life in post-September 11 America is both a rupture from certain anti-government politics that dominated before that day and a continuation of the pre-September 11 promotion of global capitalism and the abandonment of efforts to create greater equality. The paper attempts to help educators contemplate the role of public schools in…

  16. Machismo and Mamitas at school: exploring the agency of teachers for social gender justice in Bolivian education

    NARCIS (Netherlands)

    Lopes Cardozo, M.T.A.; Sawyer, J.; Talavera Simoni, M.L.

    2015-01-01

    Historically, Bolivia’s society and education system have been characterised by marginalisation based on poverty, ethnicity and gender. The central objective of the Morales government is to redress this imbalance and create a society inclusive of all Bolivians so that they can ‘live well’. Our

  17. Social, Cultural, and Ecological Justice in the Age the Anthropocene: A New Zealand Early Childhood Care and Education Perspective

    Science.gov (United States)

    Ritchie, Jenny

    2015-01-01

    Educators have an ethical responsibility to uphold the wellbeing of the children, families and communities that they serve. This commitment becomes even more pressing as we move into the era of the Anthropocene, where human induced climate changes are disrupting the planet's systems, threatening the survival of not only humans, but of eco-systems…

  18. Andragogy in the Appalachians: Myles Horton, the Highlander Folk School, and Education for Social and Economic Justice

    Science.gov (United States)

    Keefe, Dennis

    2015-01-01

    In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education…

  19. Teachers' Beliefs about Educational Justice in an Advancement via Individual Determination (A.V.I.D.) Program

    Science.gov (United States)

    Gillmore, Marina V.; Sullivan, M. Alayne

    2014-01-01

    This research project explored the impact of seven teachers' life experiences on their core beliefs about educationally just teaching philosophy and practices. Results of a qualitative, phenomenological case study yielded six themes, each revealing particular connections between teachers' life experiences and their beliefs about educational…

  20. Transition Toolkit 3.0: Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System. Third Edition

    Science.gov (United States)

    Clark, Heather Griller; Mathur, Sarup; Brock, Leslie; O'Cummings, Mindee; Milligan, DeAngela

    2016-01-01

    The third edition of the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth's (NDTAC's) "Transition Toolkit" provides updated information on existing policies, practices, strategies, and resources for transition that build on field experience and research. The "Toolkit" offers…