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“The path of social justice”: A Human Rights History of Social Justice Education
Abstract
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 the U.S. Reframing social justice education in light of human rights gives clarity to and concretizes our work as social justice educators: It strengthens a vision of education as central to promoting rights and justice; it refocuses attention on a broader array of fundamental rights, and it explicitly contests our globalized and neoliberal context, a context heavily influencing educational reform.
... Within the space bounded by these markers, several tensions emerge, addressing (a) learner and teacher responsibilities; (b) freedom and community; (c) authenticity and formal learning; (d) technology and socio-economic privilege; and (d) responsiveness to the value orientations of cultural contexts. Some of these tensions are well-described in the digitallearning (Bates, 2015) and human rights research (Grant & Gibson, 2013). ...
... FOLC's activity, control, and community orientations respond to the needs of transformative and emancipatory learning as conceptualised by Human Rights Education (Tibbitts, 2005;Tibbitts & Kirchschlaeger, 2010) and Social Justice Education (Grant & Gibson, 2013). Several specific conditions fostering transformative learning identified by Taylor (2007Taylor ( , 2008Taylor ( , 2016, and strongly supported by FOLC-based learning environments, which provide a sense of safety, openness, and trust together with autonomy, engagement, and collaboration, encourage the sharing of emotions as preparation for critical reflection, facilitate the exploration of divergent perspectives, problem solving, and critical thinking. ...
This monograph grounds on the pillars of behavioural psychology, change management mechanisms, transformative learning theory, digital readiness, and cultural encounters in digitalized global education. This interdisciplinary idea, theorized by Dr Todd Blayone, was fulfilled in the project "Implementation of Transformative Digital Learning in Doctoral Program of Pedagogical Science in Latvia".
In this book, edited by Prof. Irena Zogla, we consider and analyze three cases in Canada, Latvia and Ukraine, which explored transformative digital learning in international and local educational contexts.
... Within the space bounded by these markers, several tensions emerge, addressing (a) learner and teacher responsibilities; (b) freedom and community; (c) authenticity and formal learning; (d) technology and socio-economic privilege; and (d) responsiveness to the value orientations of cultural contexts. Some of these tensions are well-described in the digital-learning (Bates, 2015) and human rights research (Grant & Gibson, 2013). ...
... FOLC's activity, control, and community orientations respond to the needs of transformative and emancipatory learning as conceptualised by Human Rights Education (Tibbitts, 2005;Tibbitts & Kirchschlaeger, 2010) and Social Justice Education (Grant & Gibson, 2013). Several specific conditions fostering transformative learning identified by Taylor (2007Taylor ( , 2008Taylor ( , 2016, and strongly supported by FOLC-based learning environments, which provide a sense of safety, openness, and trust together with autonomy, engagement, and collaboration, encourage the sharing of emotions as preparation for critical reflection, facilitate the exploration of divergent perspectives, problem solving, and critical thinking. ...
The collection of reviewed articles entitled “Transformative Digital Learning: Emerging cases and considerations” is a research-based issue that is rooted within the framework of the Fundamental and Applied Research Project launched by the Latvian
Council of Science “Implementation of Transformative Digital Learning in Doctoral Program of Pedagogical Science in Latvia” (DocTDL) lzp-2018/2-0180.
The goal of the project was to create new knowledge and technological knowhow in the field of transformative digital learning (TDL) in higher education in Latvia based on the theoretical analysis, experience of the technological laboratory (EILAB) of the University of Ontario (Canada), and empirical research to ensure transfer of
knowledge and skills in the further development of the doctoral study program in Education Sciences with the focus on pedagogy, as well as the development of scientific and academic capacity of doctoral students and educators.
This collection offer results that proved to be most relevant in the practice of doctoral students and educators.
... These studies assume a degree of urgency as educators worldwide struggle to facilitate transformative online learning experiences to accommodate COVID-19 social-distancing measures, build 21 st -century competencies, counter resurgent forms of authoritarianism, and promote global intelligence (Darian-Smith, 2020). I will adapt insights from research in network learning (Dron & Anderson, 2014a;Dron & Anderson, 2014b;Jones, 2015a;Maqtary, Mohsen, & Bechkoum, 2017;Thai, Sheeran, & Cummings, 2019) human-rights education (Canlas, Argenal, & Bajaj, 2015;Grant & Gibson, 2013;Tibbitts, 2005;Tibbitts & Kirchschlaeger, 2010), transnational online linking (Austin & Hunter, 2020), globalised education (Darian-Smith, 2020) and crosscultural analysis (Hofstede, 2001;Minkov & Hofstede, 2011). Moreover, I will draw insights from system theories that describe emerging human-machine assemblages in which intelligent entities collaborate dynamically while maintaining high levels of autonomy (Blayone & va-nOostveen, 2020). ...
... Within the space bounded by these markers, several tensions emerge, addressing (a) learner and teacher responsibilities; (b) freedom and community; (c) authenticity and formal learning; (d) technology and socio-economic privilege; and (d) responsiveness to the value orientations of cultural contexts. Some of these tensions are well-described in the digital-learning (Bates, 2015) and human rights research (Grant & Gibson, 2013). ...
This gap offers a starting point for the current three-study proposal. These studies assume a degree of urgency as educators worldwide struggle to facilitate transformative online learning experiences to accommodate COVID-19 social-distancing measures, build 21st-century competencies, counter resurgent forms of authoritarianism, and promote global intelligence I will adapt findings from research in network learning, human-rights education, transnational online linking, globalised education and crosscultural analysis. Moreover, I will draw insights from system theories that describe emerging human-machine assemblages in which intelligententities collaborate dynamically while maintaining high levels of autonomy.
... Thirdly, FOLC's activity, control, and community orientations respond to the needs of transformative and emancipatory learning as conceptualized by Human Rights Education (Tibbitts, 2005;Tibbitts & Kirchschlaeger, 2010) and Social Justice Education (Grant & Gibson, 2013). Several specific conditions fostering transformative learning identified by Taylor (2007Taylor ( , 2008Taylor ( , 2016, and strongly supported by FOLC-based learning environments, include: ...
... That is, no single set of themes is likely to characterize any context of democratized learning. Indeed, some themes, such as freedom and community, may stand in tension, a phenomenon well established in the history of human rights discourse (Grant & Gibson, 2013). ...
This thesis showcases a substantially new approach to exploring the preparedness of humans for the psychologically challenging and technologically disruptive requirements of digitalised learning and work. It consolidates a five-year research program, conducted in Canada and Eastern Europe, catalysed by an interventionist case study exploring democratised digital learning as a pathway to post-revolutionary educational reform in Ukraine. Findings from this study showed that despite initial enthusiasm, many participants struggled to engage successfully in fully online activities. Thus, the author’s attention shifted to investigating the preparedness of students and professionals for successful functioning within increasingly digitalised environments. Seven strategically interwoven investigations were conducted to explore this concern conceptually and empirically, resulting in an equal number of published works. As an original contribution to knowledge, this thesis frames, synthesises, defends and (re)presents these works as exemplary expressions of a unified research program. More specifically, Section 1 introduces the catalysing circumstances, epistemological perspectives informing the works, and the overall structure of this thesis. Section 2 organises the seven-constituent works, provides an unambiguous statement of authorship and presents newly formulated abstracts and backstories. Section 3 critically reviews the research methods and apparatuses deployed. Section 4 articulates and defends significant contributions to knowledge and measured impacts within the global scientific community. Section 5 addresses limitations and projected next steps be-fore offering a consolidating statement. Part Two, inclusive of sections 6-12, present the constituent works in their original published formats (with formal publisher approvals). Finally, Part Three offers a retrospective theoretical afterword that positions the selected works within their ‘thought worlds’ and demonstrates deep interaction with crucial ideas and thinkers across multiple domains.
... Yani sosyal adalet; herkesin temel ihtiyaçlarının karşılanması, potansiyelini gerçekleştirmesine imkân tanınması, her bireyin üretime katılımının sağlanması ve küresel toplumda katılımcı vatandaşlar olarak yaşamalarının desteklenmesi sürecidir (Wade, 2007). Toplumdaki farklılıkların kabul görmesi, insan haklarının korunması, herkesin aynı ölçüde kaynaklardan yararlanabilmesi, ayrımcılıkların azaltılması, düşünce ve ifade özgürlüğünün tanınması ve baskı altındaki ya da azınlık/göçmen statüsündeki zayıf bireylerin seslerinin duyurulması gibi davranışların cesaretlendirilmesi bu sürecin özünü temsil etmektedir (Brooks ve Thompson, 2005;Grant ve Gibson, 2013). Bütün bu tanımlardan hareketle sosyal adalet ırk, cinsiyet, sosyal sınıf, din, dil gibi farklılıklar açısından sosyal, ekonomik ve politik sistemin ayrımcılığına maruz kalmış dezavantajlı bireylerin bütün haklardan eşit şekilde yararlanmasını amaçlayan, evrensel, toplumsal, bireysel hak, özgürlük ve kurallara yönelik demokratik bir yaklaşımın benimsendiği toplumsal bir süreç ve etik bir yaşam biçimi olarak tanımlanabilir. ...
... Bu tanımlamalardan farklı olarak bazı araştırmacılar ise sosyal adalet eğitiminde çeşitlilik kavramına değinmiş ve sosyal adalet eğitiminin kültürlerarası etkileşime ilişkin gelişmiş bir anlayış oluşturma amacı taşıdığını belirtmiştir. Bu kavramların yanında sosyal adalet eğitimi; eğitime erişim ve öğrenme-öğretme süreci sonucunda ortaya çıkan ürünler konusunun adalet ve eşitlik bağlamında ele alınması, farklı kültürel özellikteki (din, dil, etnik köken, sosyal sınıf) bireylere demokratik katılım hakkının tanınması (Furman ve Shields, 2005;Grant ve Gibson, 2013) ve eğitimde fırsat eşitliğinin sağlanmasıyla da yakın ilişki içerisindedir. Dover'da (2013), sosyal adalet eğitiminin birçok eğitim ve felsefi yaklaşım ile politik hareketten etkilendiğini belirtse de konu hakkında yapılan çalışmalarda sosyal adalet eğitiminin ağırlıklı olarak eleştirel pedagoji, kültürel değerlere duyarlı eğitim, demokrasi eğitimi ve çokkültürlü eğitim yaklaşımlarıyla ilişkilendirildiğinden bahsetmiştir. ...
... Thirdly, FOLC's activity, control, and community orientations respond to the needs of transformative and emancipatory learning as conceptualized by Human Rights Education (Tibbitts, 2005;Tibbitts & Kirchschlaeger, 2010) and Social Justice Education (Grant & Gibson, 2013). Several specific conditions fostering transformative learning identified by Taylor (2007Taylor ( , 2008Taylor ( , 2016, and strongly supported by FOLC-based learning environments, include: ...
... That is, no single set of themes is likely to characterize any context of democratized learning. Indeed, some themes, such as freedom and community, may stand in tension, a phenomenon well established in the history of human rights discourse (Grant & Gibson, 2013). ...
The integration of digital technologies at institutions of higher education are profoundly influencing formal learning on a global scale. Social-constructivist models of fully online learning are well-positioned to address the demands of government, and economic and social-development organizations for civically-engaged individuals with strong problem-solving, critical-thinking and collaboration competencies. With an established record of performance at the University of Ontario Institute of Technology (UOIT), Canada, the Fully Online Learning Community (FOLC) is one such model. This paper theorizes FOLC as a response to several problematics, including (a) the aforementioned demand for greater educational focus on higher-order competency development, (b) the deficiencies of distance education and MOOCs as learning models, and (c) a quest for new learning models that strengthen deliberation skills and deepen democratic experience. As a divergent fork of the Community of Inquiry model, FOLC describes collaborative learning as a symbiosis of social and cognitive interactions amplified through effective use of synchronous and asynchronous digital affordances. Furthermore, it models democratized learning communities that reduce transactional distance between learners and educators, incorporates authentic assessment, and encourages negotiated technology affordances and cognitive outcomes while distributing responsibility for constructive criticality. Having positioned FOLC conceptually, and addressed current limitations, a research agenda for extending its empirical foundations, and leveraging UOIT's EILAB affordances, is presented. The underlying argument is that self-regulating and transformative learning communities can be established and sustained in fully online environments, and that such communities (a) produce a diversity of beneficial learning outcomes, and (b) deepen the democratic functioning of learners and their social contexts.
... Social justice responds to economic inequalities in society and the rise of militarism, global migration, international human trafficking, racism, sexism, homophobia, xenophobia, prejudice against disabled people, and class discrimination (Adams et al., 2010;Apple, 2004). By the same token, protecting and improving fundamental human rights-for instance, the right to work, to protest, to participate in democracy, and to have medical care, housing, and education-inform basic understandings of social justice (Grant & Gibson, 2013). Devoted to creating a fair society, social justice ensures that individuals can live freely and autonomously in safety without being discriminated (Commission on Social Justice, 1998). ...
... Devoted to creating a fair society, social justice ensures that individuals can live freely and autonomously in safety without being discriminated (Commission on Social Justice, 1998). Social justice also ensures that differences are accepted in societies, that discrimination is reduced, and that disadvantaged individuals can express themselves and be empowered (Brooks & Thompson, 2005;Grant & Gibson, 2013). In effect, social justice promotes empathy, courtesy, tolerance, and ethics in establishing social tranquility and in creating democracies and pluralistic societies (Ciardiello, 2010). ...
Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy. Purpose: Since social justice education affects teachers?values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers?perceptions and experiences of social justice. Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by following an inductive approach. Findings: Teachers perceived the concept of social justice in terms of equality, justice, discrimination, human rights, respect, and tolerance. Teachers expressed their sensitivity to equalitarianism, as well as their efforts to prevent discrimination in their daily lives, abide by social rules, protect the environment, and not violate disabled citizens. A few teachers reported their active engagement in the activities of non-governmental organizations, and all teachers generally indicated that the development of their perceptions of social justice had been affected by their families, educational backgrounds, living environment, and the schools where they work. The teachers expressed not discriminating students, exhibiting positive attitudes toward them, and to some extent, demonstrating aspects of human rights, democracy, and environmental protectionism during lessons. However, teachers indicated no perceptions of struggles against injustice and did not report having experiences with such struggles during lessons. In general, their experiences were affected by their perceptions, their experiences in non-governmental activities, curricula, and course textbooks, and the socio-cultural structure of their schools. Conclusions and Recommendations: Social studies teachers?perceptions of social justice were consistent with their experiences demonstrated during lessons. The teachers mentioned several examples of historical and recent social injustice, but did not conduct any discussions or solicit suggestions about how to overcome such injustices. It is thus necessary to reconsider pre- and in-service training programs within the context of social justice and education.
... Human rights offers a way to build solidarity to fight against repressive regimes and oppressive systems. Although HRE has been diluted or non-existent in education in the United States, there exists a radical history of activism and movement building using human rights language that educators can draw upon (Grant and Gibson, 2013). ...
... Lastly, human rights activism-and arguably education based on and rooted in it-has a long history in the United States (Grant & Gibson, 2013). As social service providers seek to integrate newly arrived youth and their families into life in the United States, educators have a role to play in initiating students into a legacy of critical and engaged participation in their new society. ...
In this article, we discuss our approaches, pedagogies, and practices for a weekly human rights club that serves immigrant and refugee youth. The research team is involved in a research collaboration with a public high school in a large urban area on the West Coast. In this article, we discuss some of our curricular and pedagogical strategies and students’ responses to lesson plans and activities that aimed to build solidarity, resistance to dominant and assimilative narratives, and action towards social justice. Our approach focuses on intersecting a transforamtive human rights perspective with the praxes of critical pedagogies and social justice. This article discusses a radical approach to teaching Human Rights along three key themes: student-centered human rights pedagogy, cultural wealth and HRE, and students’ articulation of human rights language into action.
... According to Social Justice Education (SJE)-defined as "the conscious and reflexive blend of content and process intended to enhance equity across multiple social identity groups (e.g., race, class, gender, sexual orientation, ability), foster critical perspectives, and promote social action" (Carlisle et al., 2006, p. 57)education needs to promote fundamental human rights, where students can bring about social change and accept cultural differences. Moreover, economic and material inequalities are challenged, so students should be active democratic citizens (Grant & Gibson, 2013). From the development of specific analyses, the issue of education and equal opportunities for children begins to be problematised from axes such as ethnicity, gender, nationality, disabilities, methodologies, and others. ...
In Mexico, due to the pandemic caused by COVID 2019, most students have received remote education through public television channels and video calls via payment internet services. Although these practices can provide helpful strategies for students to continue with their school training process, the distance education modality began to demonstrate the social inequalities most students find themselves in. This situation has increased students' social and educational disparities in the South of Mexico. In that case, many indigenous communities are good examples of language education injustices before the pandemic, which has become a more critical situation during and after the pandemic. For instance, classes are only in Spanish; some indigenous teachers do not speak the language or community language variety. There has also been a lack of teachers for more than a year in different schools. Based on endangered indigenous languages experiences, in this paper, we aim to reflect on the notion of the school as a space for the democratisation of knowledge. However, in indigenous contexts, one can see critical social injustice conditions for students instead of democratisation of knowledge, as we said before. For that reason, we argue that the COVID-19 pandemic is only an issue and a minuscule particle to show the historical and structural language education injustices for indigenous people. Hitherto, it is necessary to recognise this situation all the time.
... In societies where social justice is the end goal, people enjoy the possibility of continuous personal improvement towards a happier personal life, and therefore, a happier social existence, valuing progress for the sake of wellbeing (Bell, 2007;Tyson, 2016). The freedom to choose one's path in life, through social structures that support the expansion of the capabilities of human beings, should be the objective of any society (Fraser, 2004;Grant et al., 2013;Moodie et al., 2018). ...
Georgia is currently undergoing a VET reform, bringing together public, private, and social actors, based on the principle of solidarity. This paper aims to identify ways in which the Georgian VET reform can be a force for economic prosperity, as well as wellbeing for different communities. Results are presented through a comprehensive research methodology, mobilizing a state of the art through in-depth analysis of primary and secondary data sources, as well as seven semi-structured, face-to-face interviews with education practitioners and policymakers in Georgia. The article highlights how progress is hindered by a peculiar mix of Soviet era and neo-liberal legacies that has shaped a unidimensional human capital approach focused on economic growth. We suggest limitations to this approach, and instead propose to re-align the system towards the objective of wellbeing, employing a Social Return on Investment (SROI) framework and advocating for collectivized intelligence between actors. Through an innovative meta-theoretical framework, we emphasize the importance of historical path-dependency and lay out the context. We analyze stakeholder interviews through the SROI framework and suggest socially-minded changes, benefiting individuals and the society as a whole.
... By the school justice system, we mean that all constituent parts of the system work together to promote equity and social justice for students. As teaching for social justice lies at the heart of a democratic society (Grant & Gibson, 2013), to what extent are the means of this concept embedded in the educational system? McLaren (2011) criticizes how schooling may inhibit students' access to tools necessary to see the world critically. ...
This article explores teachers’ participation in the school’s social justice system through the lens of the critical multicultural approach (May & Sleeter, 2010; May, 2000; 2003). Based on a research project about reconstruction and the theorization of teachers’ stories of practice (Desgagné, 2005) in a multiethnic context, data was collected from teachers in highly multiethnic primary schools in Québec. They were asked to narrate a story about a problem or an event with an immigrant or refugee student in their class. Four of these stories have been selected for this article. Our aim was to analyze the teachers’ cultural responses and their perception of their roles in supporting their students. Our analysis shows that although these teachers tend to make changes to their students’ reality, they cannot escape or contest “alone” the norms of an academic, societal and political system that governs its power relationships and privileges, its dominant norms and values.
... We are also involved in philanthropy activities, but we call it Islamic philanthropy because we concern more of allocating zakat from our annual profit and alleviating Muslim society's economic quality of life. In our perspective, Islamic philanthropy is a compulsory activity because it is imposed by Islamic teaching such as Qur'an and Sunnah of the Prophet Islam teaches its believers to practice full social justice and forbids the exploitation of human rights (Grant & Gibson, 2013). According to Al-Aali & Al-Qwaihan (2013) and Nurdin, Pettalongi, & Yusuf (2018), Islamic banking in making a profit must comply with the ethical outcome of trade in Islam. ...
This paper aims to shine a light on how Islamic banks implement their corporate social responsibility from the perspective of Islam. This study employed a qualitative case study qualitative. The data were gathered through direct observation and in-depth interviews with the bank staff and societies who received CSR initiatives. The data were analyzed based on the grounded theory approach involving three iterations; open, axial, and theoretical codings. Our study found that Islamic banks have implemented their CSR initiatives based on government regulation and Islamic law and teachings. CSR includes the realization of Islamic economy responsibility, the compliance of the banks to government regulation and Islamic law, and practicing Islamic philanthropy.
... Scholars have called on educators from primary to secondary levels to engage youth in discussions and action on topics such as social justice and international human rights (Grant & Gibson, 2013;Martin, Smolen, Oswald, & Milam, 2012). Including international literature in the school library is one way that educators might foster such global awareness. ...
As the idea of global citizenship grows stronger in a world with blurring borders, issues of social justice and international human rights should be available in the school library collection and alive in the curriculum. This paper reports findings on a study exploring the perceptions of preservice educators in using international literature to teach youth about international human rights. The 2013 Batchelder Honor title Son of a Gun (de Graaf, 2012), translated from the Dutch into English, tells the story of a young brother and sister forced to become child soldiers during the Liberian civil war of the 1990s. Study participants enrolled in a masters level course in the United States read the title and the United Nations’ Declaration of the Rights of the Child (1959) and then participated in group literature circles to apply the DRC to Son of a Gun and discuss teaching international human rights to youth.
... Focused on facilitating the development of critical thinking, problem-solving, communication, creativity and collaboration skills in current online environments, the FOLC model also focusses on the development of 4th Industrial Revolution competencies desired by (international and local) economic and government organizations such as the World Economic Forum (2016), the Conference Board of Canada (2016) and the Ontario Ministry of Advanced Education and Skills Development (2016). Importantly, FOLC's activity, control and community orientations are also consistent with Human Rights Education (Tibbitts, 2005;Tibbitts & Kirchschlaeger, 2010); Social Justice Education (Grant & Gibson, 2013); and other forms of transformative, emancipatory, and socially-engaged learning. Several specific conditions fostering transformative learning identified by Taylor (2007Taylor ( , 2008Taylor ( , 2016, and strongly aligned with FOLC, include: ...
Online learning courses have been mandated for high school students in the province of Ontario, and in light of the COVID-19 situation, much of the K-12 moved to online learning opportunities. It is generally understood that the initial offering of courses did not meet the needs of the learners. In an effort to provide an alternate way forward, the Fully Online Learning Community model (FOLC) was offered through the Ontario College of Teachers (OCT) as a transitional model for designers/teachers to produce learning environments that were more suited to learners requirements. The model integrates a Problem Based Learning (PBL) orientation which is situated within a fully online environment. The project reported upon here was conducted as a 'purposeful action research' study following teams of instructional designers/teachers and OCT staffers as they undertook the design and implementation of Additional Qualification courses using the FOLC Model. In this article, data derived from posts in Knowledge Forum were analysed. Interactions with project participants showed their desire to transform their understanding of learning within fully online community contexts. However their understanding of what was required for course revision was in tension with the underlying philosophy of the FOLC model.
... There exists a strong connection between fighting for human rights and social justice (Burke, 2017;Grant & Gibson, 2013;Reichert, 2003Reichert, , 2011. According to the Social Work Dictionary, social justice is "an ideal condition in which all members of a society have the same rights, protections, opportunities, obligations, and social benefits…" (Barker, 2014, p. 398), while Healy (2008) recognizes that "At the most basic level, human rights are those rights that belong to all just because we are human" (p. ...
Defending human rights requires professionals to be unrelenting in the pursuit of systemic change. It requires the collaboration of varied professions bringing together their expertise to challenge the system of domination that has led to subjugation. Interprofessional education and collaborative practice (IPE) is a powerful tool where human rights defenders and advocates from different disciplines can learn from each other and advocate for change. This is an overview of an innovative collaboration between Robert F. Kennedy (RFK) Human Rights and Stony Brook University School of Social Welfare (SBUSSW) BSW Program. It will illustrate the way the RFK Human Rights' human rights education program, Speak Truth To Power (STTP) is being adapted to baccalaureate social work education. Included is the method that the SBUSSW incorporates the Council on Social Work Education (CSWE) and Interprofessional Education Collaborative (IPEC) competencies in a human rights context through the partnership with RFK Human Rights.
... Within the space bounded by these markers, several considerations emerge, including (a) learner/teacher responsibilities, (b) balancing freedom and community, (c) facilitating authentic learning activities, (d) assembling and deploying effective technological orchestrations, and (d) adapting to cultural, contexts and individual needs. Importantly, some of these considerations are well described in the digital-learning literature (Bates, 2015) and human rights research (Grant & Gibson, 2013). ...
The primary purposes of this post-doctoral research program are to (a) theorise ‘deeply democratised’ digital learning; (b) examine the complex socio-political role of Facebook as a democratising educational technology; (c) systematically investigate a substantial body of learning transactions to investigate the educational value of learner discourse in Facebook, and (d) provide practitioners with an original vision for democratised, socially ‘close’ and globalised online learning. This program will contribute original perspectives and a wealth of new empirical data extending a six-year international program of digital-learning research . Moreover, it will aim to help educators envision original, emancipatory and engaging digitalised educational experiences at a time when such help is vitally needed.
... Indeed, both the UN and UNESCO discourses selected above have established an international basis for humanistic policy agendas that have inspired policies and practices in several European national contexts. However, the level, the form and the content of social rights have been the object of political lobbying in the EU; thus, it impacts both the extension of the social and educational policies (Leibfried and Pierson, 1995) and the public awareness of social and educational justice (Bassey, 2016;Grant and Gibson, 2013). Consequently, it requires a permanent critical and vigilant attention to violations or deprivations of the right of adults to education, particularly of those most vulnerable, because the impact of diverse realities of social inequalities and injustices can lead to different opportunities of access to primary, secondary and higher education, as well as to different educational achievements (Antunes and Barros, 2019;Biasin, 2017). ...
The subject of this article is the right of adults to education, with a focus on the critical analysis of education policy. We discuss human rights as a framework for citizenship in two national contexts of Southern Europe with the purpose of underlining key differences and similarities in countries with diverse histories but a similarly high number of low-qualified adults among their population.
In view of the above, this paper provides a detailed historical context for adult education policy in those countries and expounds on how current Portuguese and Italian educational policy agendas have considered the right of adults to education in the context of their democratic regimes.
For critical analysis we use Tomaševski’s theoretical 4A framework, built mainly for school contexts, and apply it to adult education policy. The objective is to understand ways of realizing the right of adults to education by means of policy measures undertaken by governments in those national states. Thus, we employed as an object of analysis the study of availability, accessibility, acceptability and adaptability of adult education and learning against the backdrop of current changes occurring in Europe. This heuristic exercise makes a significant contribution to adult education literature in times of neoliberal trends.
... Sosyal adalet anlayışı toplum içerisinde kültürel farklılıkların ve insanların temel haklarının korunması ve sürdürülmesi, toplum içerisinde sesi az çıkan ve baskı altında olanların seslerinin duyurulması, bireylerin sosyal ve ekonomik haklarının sağlanması gibi amaçlara sahiptir. Bununla birlikte devletin toplum içerisindeki adaletsizlikler ve adil olmayan eşitsizliklerin ortadan kaldırılması noktasında sorumluluk sahibi olması gibi amaçları da olmalıdır (Grant ve Gibson, 2013). ...
Eğitim-öğretim sürecinin ana ögelerinden olan öğretmenlerin farklılıklara saygılı olmayı bilen, empati becerisine ve sosyal adalet bilincine sahip öğrenciler yetiştirme noktasında çok değerli yönlendiriciler olduğu görülmektedir. Öğretmenler öğrencilerine değer ve beceri kazandırırken kendi yaşanmışlıkları ve tecrübeleri de bu süreçte belirleyici olmaktadır. Bu çalışmanın amacı sosyal bilgiler öğretmen adaylarının kamu hizmeti motivasyonu algıları ve sosyal adalet ideallerini incelemektir. Çalışmada nitel ve nicel araştırma yöntemlerini içeren karma yöntem kullanılmıştır. Araştırmanın çalışma grubunu Türkiye'nin güneyinde bulunan bir devlet üniversitesinde öğrenim gören seksen beş sosyal bilgiler öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak kişisel bilgi formu, yarı yapılandırılmış "Sosyal Adalet İdealleri Formu" , "Kamu Hizmetleri Motivasyon Ölçeği" ve "Adalet Ölçeği" kullanılmıştır. Verilerin analiz edilmesi sonucunda öğretmen adaylarının "Sosyal adaleti nasıl tanımlarsınız?" sorusuna verdikleri cevaplar; üç kategori altında, "Sosyal Adaleti teşvik etmeyi düşündüğünüz herhangi bir etkinliğin içerisinde yer alsaydınız ya da sosyal adaletsizliği ele alan bir konuyu araştırmak isteseydiniz bunlar neler olurdu?" sorusuna verdikleri yanıtlar ise on dört kategori altında toplanmıştır. Nicel verilerin analiz edilmesi sonucunda öğretmen adaylarının kamu hizmeti motivasyon puanları ve adalet algısı puanları arasında anlamlı bir ilişkinin olmadığı sonucuna ulaşılmıştır. Keza, kamu hizmeti motivasyon puanları ile cinsiyet, yerleşim birimi ve aylık gider değişkenleri arasında anlamlı bir ilişkinin olmadığı sonucuna ulaşılmıştır. Yine öğretmen adaylarının adalet algısı puanları ile yerleşim birimi ve aylık gider değişkenleri arasında da anlamlı bir ilişkinin olmadığı sonucuna ulaşılmıştır. Bu çalışmanın bir bölümü VI. Uluslararası Sosyal Bilgiler Eğitimi Sempozyumunda (USBES VI-2017) sözlü bildiri olarak sunulmuştur.
... En este artículo buscamos vincular dos campos de conocimiento: los derechos humanos y la ética profesional, para plantear la manera en que los profesionales pueden contribuir a la mejora de la calidad de vida de las personas con discapacidad. La articulación entre estos dos ámbitos no es nueva, de hecho, ésta ha sido trabajada desde varias perspectivas, siendo algunas de ellas: 1) la formación de los nuevos profesionales (Bolívar, 2017;Jorquera, 2014;Vila y Cantero, 2017); 2) el ejercicio profesional (Encinas, 2014;Ife, 2012;Schalock, 2015); 3) la prestación de los servicios de salud y de asistencia social (Cárcar, 2017;Comoretto y Centeno-Cortés;; 4) el respeto a los derechos y el logro de la justicia social (Grant y Leigh, 2013;Pearson et al., 2016), y 5) la atención a individuos o grupos en situación de vulnerabilidad (Morris, 2001;García, 2015;. ...
En este artículo analizamos los principios y valores que guían el ejercicio profesional cuando los usuarios tienen una discapacidad, en el contexto de dos campos de conocimiento: la ética profesional y los derechos humanos. Particularmente, nos enfocamos en la labor de los trabajadores sociales. Abordamos también algunos dilemas éticos que estos profesionales pueden enfrentar en su práctica cotidiana, destacando tres de los más señalados en los estudios sobre personas con discapacidad: el conflicto entre los intereses del usuario, el profesional y la institución; la obtención del consentimiento informado, y la tensión entre la autonomía del usuario y los compromisos del profesional. A lo largo del texto, reiteramos la importancia de contextualizar los principios y valores profesionales a partir de las necesidades de las de las personas con discapacidad, las cuales tienden a ser más específicas que las del resto de la población.
... Sosyal adalet anlayışı toplum içerisinde kültürel farklılıkların ve insanların temel haklarının korunması ve sürdürülmesi, toplum içerisinde sesi az çıkan ve baskı altında olanların seslerinin duyurulması, bireylerin sosyal ve ekonomik haklarının sağlanması gibi amaçlara sahiptir. Bununla birlikte devletin toplum içerisindeki adaletsizlikler ve adil olmayan eşitsizliklerin ortadan kaldırılması noktasında sorumluluk sahibi olması gibi amaçları da olmalıdır (Grant ve Gibson, 2013). ...
... É por este motivo que considerámos ser do foro eminentemente político, e não técnico-instrumental, toda e qualquer reflexão acerca dos processos de globalização e, desde logo, da sua relação com a emergência de novas formas de Estado (Poggi, 1990;Jessop, 2007) e, consequentemente, com a complexificação crescente das questões sociais, ambientais e de redistribuição (Montaño, 2012;Grant e Gibson, 2013 Assim sendo, e apesar das múltiplas faces da globalização (Torres, 2005), e das distintas interpretações que o conceito pode originar (Amin, 1997;Bartelson, 2000), interessa-nos mais atender ao momento histórico em que globalização e neoliberalismo se interlaçam de modo inequívoco e intencional, porque foi do Consenso de Washington que a globalização hegemónica emergiu como um "produto de decisões dos Estados nacionais [centrais]" (Sousa Santos, 2002, p. 56). Trata-se de concentrar a análise, e a reflexão sobre certos aspetos hodiernos da opressão de massas (Freire, 1987), na nova lógica de governação global que, a partir de então, viria a transformar visível, e aceleradamente, as características da geopolítica mundial, em desfavorecimento de uma larga e esmagadora maioria da população mundial. ...
... É por este motivo que considerámos ser do foro eminentemente político, e não técnico-instrumental, toda e qualquer reflexão acerca dos processos de globalização e, desde logo, da sua relação com a emergência de novas formas de Estado (Poggi, 1990;Jessop, 2007) e, consequentemente, com a complexificação crescente das questões sociais, ambientais e de redistribuição (Montaño, 2012;Grant e Gibson, 2013 Assim sendo, e apesar das múltiplas faces da globalização (Torres, 2005), e das distintas interpretações que o conceito pode originar (Amin, 1997;Bartelson, 2000), interessa-nos mais atender ao momento histórico em que globalização e neoliberalismo se interlaçam de modo inequívoco e intencional, porque foi do Consenso de Washington que a globalização hegemónica emergiu como um "produto de decisões dos Estados nacionais [centrais]" (Sousa Santos, 2002, p. 56). Trata-se de concentrar a análise, e a reflexão sobre certos aspetos hodiernos da opressão de massas (Freire, 1987), na nova lógica de governação global que, a partir de então, viria a transformar visível, e aceleradamente, as características da geopolítica mundial, em desfavorecimento de uma larga e esmagadora maioria da população mundial. ...
Neste artigo, abordamos a Pedagogia-educação Social do oprimido, na ótica de Paulo Freire relacionando-a com a emergência do Movimento da Economia Solidária, equacionando esta questão à luz da noção de resiliência, cientes de que tal reflexão pode dar um importante contributo para perspetivar as suas particularidades e condicionantes, bem como a avaliação dos seus resultados. A libertação do estado de opressão não acontece isoladamente, uma vez que o homem é um ser social, inserido nas múltiplas dimensões conflituais da sociedade, palco onde a conscientização e a transformação social se operam. É neste contexto, que a emergência do Movimento da Economia Solidária abre importantes perspetivas. Com efeito, é essencial ter presente que a liberdade que o oprimido deseja e que o irá libertar dessa condição de adversidade em que mergulha juntamente com o seu opressor, tem que ser conquistada por seu próprio esforço resiliente e em comunhão com os outros; tal como afirmou Paulo Freire, “ninguém liberta ninguém e ninguém se liberta sozinho: os homens se libertam em comunhão”.Palavras-chave: Resiliência do Oprimido. Economia solidária. Pedagogia-educação Social. Resistência e emancipação. Transformação e transição societal.The resilience of the oppressed and the emergency of the movement of the solidarity economy. A matter of hopeAbstractIn this article, Social Education-Pedagogy of the Oppressed is approached from the viewpoint of Paulo Freire, linking this issue to the emergence of the Solidarity Economy Movement; we also intend to equate this issue in the light of the concept of resilience, since it would help to understand their main characteristics and constraints as well as the evaluation of his results. The liberation from oppression does not happen by itself, since man is a social being inserted in the multiple dimensions of a conflictual society, where awareness and social transformation takes place. Indeed, it is essential to bear in mind that Oppressed’s freedom, that will release him from adversity condition that is plunging him, but also his oppressor, must be conquered by its own resilient effort and in the framework of communion with others; as Paulo Freire said, "no one liberates anyone and no one liberates himself: men are freed together with each other".Keywords: Resilience of the oppressed. Solidarity economy. Social Education-Pedagogy. Resistance and emancipation. Societal transformation and societal transition.
... It is equally important to note that emerging cultural competences ensure that teacher educators and candidates do not stay on the periphery of their own experiences with diverse others; rather, through continued reflection, teacher educators and candidates are able to move beyond their culturally privileged epistemology. Grant and Gibson (2013) suggested that social justice action in its purest form is a call for human rights. Cochran-Smith (2004) defined social justice actions as actively addressing "the dynamics of oppression, privilege, and isms" that are deeply rooted in the sociocultural and institutional psyche of American lore. ...
Teacher education programs are charged with the daunting task of preparing the next generation of teachers. However, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with effective pedagogies to meet the needs of our increasingly diverse student population. Culturally relevant pedagogy (CRP) is a social justice framework posited to support academic achievement, cultural competence, and critical consciousness for all learners. To this end, this article examines the integration of CRP into teacher education programs.
... FOLC's process, activity, control, and social orientations are also well aligned with Human Rights Education (Tibbitts, 2005;Tibbitts & Kirchschlaeger, 2010); Social Justice Education (Grant & Gibson, 2013); and other forms of transformative, emancipatory, and socially-engaged learning. Several specific conditions fostering transformative learning identified by Taylor (2007Taylor ( , 2008Taylor ( , 2016, and strongly aligned with FOLC, include: ...
Online learning is having profound effects on institutions of higher education. Allen &
Seaman (2014) report that in the U.S. in 2013, 33.5% of higher education students took at least
one online course. While online courses are highly variable with respect to how they are
constructed, ranging from blended learning, where students complete in-class or at-home tasks
and assignments using an internet connection, to fully online courses, where students never
physically come on campus but interact with each other using a variety of synchronous and
asynchronous tools and affordances, they have, perhaps undeservedly developed a reputation of
leaving students feeling isolated, disconnected and frustrated, resulting in retention and
persistence issues (Lehman & Conceicao, 2014).
Simultaneous to the rise in demand for access to online learning, an increasing number of
calls for a paradigm shift in employment skills are coming from a variety of sources, such as the
Conference Board of Canada (2016), eWeek (2015), World Economic Forum (2015) and the
Ontario Ministry of Training, Colleges and Universities (2015). All of these sources recommend,
among other things, an increased emphasis on skill development in the areas of complex problem
solving, critical thinking, creativity and collaboration. According to Miller (2014), these
recommendations match a list of best practice principles for online learning including: allowing
for group collaboration, promotes active learning, encourages active participation, knowledge
construction, learner-centred fostering meaning making discourse and are based on higher level
thinking skills of analysis, synthesis and evaluation focusing on real world problem solving.
This paper presents the Fully Online Learning Community Model (Childs, vanOostveen,
Flynn & Clarkson, 2015), as developed in the Faculty of Education at the University of Ontario
Institute of Technology (UOIT). Along with a problem based learning (PBL) orientation, the
FOLC Model serves as the basis for the fully online program, the Bachelor of Arts in
Educational Studies and Digital Technologies (ESDT). The model was developed as a
modification of the Community of Inquiry model (Garrison, Anderson & Archer, 2000), as a
means of reducing transactional distance (Moore, 1993). It also incorporates newcomers into the
learning community through the process of legitimate peripheral participation (Lave & Wenger,
1991).
In program courses, instructors, teaching assistants and students collaboratively function
as co-creators of the learning environment, the digital space. Instructors begin the PBL process
by publishing YouTube videos as modified Problem Based Learning Objects (vanOostveen,
Desjardins, Bullock, DiGiuseppe & Robertson, 2010). Students in turn, use the YouTube video to
create ill-structured problems. Students bring their thoughts and questions about these problems
to the hour long facilitated audio-video conferencing tutorial sessions. Acting initially as
facilitators, instructors and teaching assistants model a process of eliciting preconceived notions
about the problems from the students and offering challenges to the conceptions (Bencze, 2008),
gradually empowering control of these interactions to the students as they collaboratively
investigate the problems and build toward solutions.
This presentation argues that a learning community can be established in fully online
programs and that these communities can have a democratizing effect on the participants. These
communities have characteristics that are described in the South East quadrant of the Teaching-
Learning Paradigm Model (Coomey & Stephenson, 2001). A variety of evidence drawn from a
number of ongoing research projects will be shared during this session.
... The conceptualisation of education as a fundamental human right was most notably documented in the 1948 United Nations Universal Declaration of Human Rights (UDHR). During the drafting of the UDHR, and in the heated debates and negotiations in finalising the international document, Latin American countries were the strongest advocates of economic and social rights, such as the right to education, drawing on the 1948 Bogotá Conference's Pan-American Declaration of Rights (Grant and Gibson 2013). Further international documents have framed education as a human rightsuch as the 1976 International Covenant on Economic, Social and Cultural Rights and the 1989 UN Convention on the Rights of the Childbut the Education for All Summits (1990 and offered the most comprehensive shift in international discourse for education to be expanded to all children and youth (and adults in some international documents) (McCowan 2013;Bajaj 2014). ...
The challenges of ensuring the right to education are numerous, especially when working with marginalised populations in fragile contexts. Despite having the legislation, strong constitutional support, and even educational innovations designed to guarantee the right to education, a major gap exists in Colombia between political intentions and the reality in flexible non-formal educational models designed for children affected by conflict. This article highlights the experiences of teachers working in this context amidst limitations in the programme design and, often, inadequate training and support. This article explores the prospects of and challenges to guaranteeing the right to education amidst fragility.
Eğitim örgütlerinin toplumsal dönüşümdeki önemli rollerinden dolayı, eğitim ortamlarında sosyal adaletin geliştirilmesi daha demokratik bir toplum yapısının oluşumuna katkı sağlayabilecektir. Bu araştırmada eğitimin uygulayıcısı konumundaki öğretmenlerin, eğitim ortamlarında sosyal adaletin geliştirilmesi için neler yapılabileceğine ilişkin görüşlerinin alınması amaçlanmıştır. Nitel araştırma yönteminin kullanıldığı olgubilim desenindeki araştırmanın çalışma grubunu, eğitim yönetimi alanında tezsiz yüksek lisans yapan ve çalışmaya katılmaya gönüllü 24 öğretmen oluşturmaktadır. Eğitim ortamlarında sosyal adaletin geliştirilmesi için yapılabileceklere ilişkin verilere yarı yapılandırılmış görüşme formu ile ulaşılmış ve ulaşılan veriler içerik analizi tekniği ile çözümlenmiştir. Araştırma sonucunda eğitim ortamlarında sosyal adaletin geliştirilmesine yönelik eğitim sistemi, okul yöneticisi, öğretmen, hukuk sistemi ve basın-siyaset olmak üzere 5 temaya ulaşılmıştır. Bu temaların dağılımı eğitim sisteminde yapılabilecek düzeltmelere ilişkin 27, okul yöneticilerinin yapabileceklerine ilişkin 10, öğretmenlerin yapabileceklerine ilişkin 8, hukuk sisteminde yapılabileceklere ilişkin 4, basın ve siyaset alanında yapılabileceklere ilişkin 2 alt tema şeklindedir. Eğitim ortamlarında sosyal adaletin geliştirilmesine yönelik en çok öneri ve en çok frekansa sahip görüşler eğitim sistemi boyutunda ortaya çıkmıştır. Bu görüşlerin okullar arasında fiziki ve maddi imkânlarda eşitlik, dezavantajlı öğrencilere pozitif ayrımcılık, tüm okullara adil kaynak dağıtımı şeklindedir. Araştırma sonucunda eğitim ortamlarında sosyal adaletin geliştirilmesi yönünde önlemlerin alınması ve sosyal adalet kavramı ile ilgili farklı boyutlarda çok yönlü araştırmaların yapılması önerilebilir.
Purpose
This practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till . Teachers cognizant of the need to address racism in American history often struggle to find resources that are accessible and meaningful for their students (Howard and Navarro, 2017; Vickery and Rodriguez, 2022). Furthermore, the use of film in social studies instruction can be an engaging way for students to develop conceptual knowledge and grapple with sensitive issues in history education (Stoddard, 2012).
Design/methodology/approach
Till (2022) is a powerful film that teachers can use to pursue anti-racist goals in their classrooms, and HRE provides an approach to analyze a horrible manifestation of racism in American history as well as frame larger systems of injustice. By using widely accepted standards of human dignity, such as the Universal Declaration of Human Rights, teachers can address dimensions of oppression and inequality with a more “neutral” or objective approach.
Findings
Given the current political climate that instills fear in educators who teach about racism, HRE can empower social studies teachers to engage students in analysis of a dominant force in American life.
Originality/value
The lesson plan offered in this article includes a film viewing guide, enrichment opportunities and an activity that connects themes in Till and the Civil Rights Movement to human rights concepts.
This study explores the historical development of Social Justice
Theory and its relevance in the context of development planning.
The research adopts a descriptive narrative method to trace the
evolution of the theory from ancient Greek philosophers to
contemporary thinkers. Social justice is defined as a framework for
political goals that promote equality of outcome and treatment,
recognizing the worth and dignity of all individuals and fostering
participation, particularly among the most disadvantaged.
The study finds that Social Justice Theory has undergone significant
transformations over time, from the distributive approach of Rawls
and Craig to the more recent focus on community rights and
development impacts, as advocated by Fraser. However, the scope
of social justice theory has become increasingly broad,
encompassing issues such as land distribution, housing, and
economic development policies. This has led to debates about the
viability of social justice as the primary parameter for development,
as other factors such as economic growth and efficiency may also
be prioritized.
Overall, the study highlights the ongoing relevance of Social Justice
Theory in development planning, particularly in ensuring that
policies and practices promote equality and justice for all. However it also underscores the need for critical examination of the theory's
practical implications, particularly in light of its broad scope and
potential conflicts with other development priorities.
Keywords :Development Progress; Social Justice Theory; Social
Justice Approach; Equality; Participation; Community Rights
Many economically disadvantaged and minority students are in low performing or failing schools. These poor and failing conditions has undermined the goal of ensuring equal education opportunity for all learners, a hallmark of the educational system. This chapter considered several research questions related to student performance and school suspensions. Several data sources, including data from the National Center for Education Statistics and the North Carolina Department of Instructions Schools Report Card, were used in the study. Data showed that two minority groups, Black and Hispanic, are not performing as high as the White and Asian race/ethnicity in the areas of English and Mathematics in Grade 8, that a disproportionate percentage of students who are Black received out of school suspensions, and low percentages of Black and Hispanic students were enrolled in academically gifted and talented programs when compared to White and Asian students. Based on these findings, suggestions were made to improve the situation and to improve access and educational equity.
Drawing on ethnographic data of an urban school, this paper contrasts how two White female teachers take up the idea of ‘teaching for social justice.’ Fourth-grade teacher Maestra Rachel enacts a superficial understanding focused solely on curricular topics, while third-grade teacher Maestra Jennifer roots her teaching in an understanding of how students experience racial oppression in school. These cases demonstrate that a praxis of justice attends to curriculum and power, relationships, pedagogy, achievement, and identity. White teachers, specifically, must interrogate the role of Whiteness in their teaching, or they risk engaging in virtue signaling that reproduces injustice.
Purpose
This study aims to understand the social justice commitment and the pedagogical advantage of teachers with a migrant background in Switzerland. Through semi-directive interviews with four of them, the research team analyses how these teachers use their background as a resource in their teaching practices. Linking their personal life experiences related to migration and schooling and their professional identity, results show that their history influences their teaching practices but moreover their commitment to social justice within school.
Design/methodology/approach
For this study, the authors conducted four semi-directive interviews with teachers with a migrant background. The research team transcribed all the interviews and analyzed them through Nvivo software. The analytical process followed the logic of content analysis as developed by Miles and Huberman (2003). The research team used several layers of categories and codes to produce a deeper understanding of the data. On this basis, the authors refined their categories and codes and created research memoranda including all the information to establish the profile of each teacher interviewed.
Findings
This study’s data showed that “teachers with a migrant background” is a broad category of individuals, all entering the teaching profession with their own life experiences, their own relation to diversity and their own personal background. It also showed that teachers with a migrant background seem committed to social justice in different ways. This relates to Mantel’s study (2021) that established three types of teachers with a migrant background. All of them developing a different pattern of commitment to social justice.
Originality/value
This study aimed at understanding teachers with a migrant background’s social justice commitment and pedagogical advantage in Switzerland (Canton of Geneva). If this field has been developed in North America, it is not well studied in Switzerland. Yet, the number of teachers with a migrant background is important in some part of the country and might be increasing in the next years. Exploring their potential is therefore a matter of representation and legitimation.
Through the methodologies of critical reflexión and autoethnography, the author illustrates how border/transformative pedagogies and Anzaldúa’s concepts of nos/otras and new tribalism proved useful in efforts to dismantle color- and colonial-blind ideologies, abstract liberalism, and binary and oppositional thinking among members of a graduate seminar in social justice and human rights. Investments in these discourses and unquestioned philosophical commitments to them limited seminars members’ ability to openly talk about racism, sexism, homophobia, and colonialism. Applying the principles of border/transformative pedagogies, nos/otras, and new tribalism required hard work, in-depth reflexión, and deep listening to each other. As a result of this praxis, some members of the seminar were able to name their philosophical and political positions to work across what seemed to be insurmountable borders. In doing so, seminar members were able to begin to build bridges among multiple intersectional identities and philosophical positions. The author argues that these pedagogical practices are beneficial for human rights education in particular and educational practices in general.
This study examined preservice teachers’ agreement with critically compassionate financial literacy standards and the financial literacy standards developed by The Council for Economic Education for Grade 4. The preservice teachers, enrolled in elementary social studies methods courses at two institutions, responded to surveys about their agreement with traditional and compassionate standards for financial literacy before and after a visual, audio, and dramatic art intervention integrated into the elementary methods course. After their experience of three art-based instructional activities about social injustice, the preservice teachers expressed more agreement with compassionate financial literacy standards for Grade 4 than they did before the activities. This research informs the social education community about alternative conceptions of financial literacy, the relevance of art-based instruction to social education and financial education, and the prospects for affecting teacher candidates’ perspectives toward financial literacy. Art-based instruction offers the potential to improve compassionate approaches for financial literacy.
Neste texto, foco as recentes políticas curriculares no Brasil, inserindo-as em um cenário de hegemonia da racionalidade neoliberal. Assumo que tais políticas produziram um discurso de inclusão e justiça social, em diálogo com movimentos internacionais que, no pós-guerra, defenderam uma retórica contra a barbárie. A partir de análises formuladas por Chantal Mouffe, Wendy Brown, Judith Butler, Pierre Dardot e Christian Laval, tento entender o esgotamento ou a emergência de uma nova forma da racionalidade neoliberal. Por um lado, assumo que tal racionalidade não criou as condições materiais para que as promessas do pós-guerra se materializassem, ao contrário ampliou a desigualdade e a oligarquização. Por outro, argumento que, ao desprezar o político, ela apostou na desdemocratização. Combinados, tais movimentos desembocaram na ascensão de governos de direita em diferentes países, inclusive no Brasil. Após essa análise, defendo que uma educação para justiça social – ou para desbarbarizar o mundo – precisa corroer a equação neoliberal, não apenas na resistência às políticas públicas, mas na própria forma como teorizamos o currículo.
This paper explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction through the lens of social justice. Investigated were three public schools and one community college. Data revealed differing perceptions between educators and students regarding the level of self-advocacy instruction that students with disabilities received. The implications for this research and practice include that high school personnel understands and implements principles of social justice to teach students with disabilities to have self-advocacy skills.
The structuring reflection presented in this text focuses on the interrelationship between the political-philosophical legacy of social pedagogy-education and the human rights legacy. With this theoretical-conceptual matrix our objective is to argue that the critical and awareness-raising sociocommunitarian practice of social education is a condition for both extending the territories of social citizenship and re-founding the educational assumptions as political and not technical items. It is claimed that citizen pedagogy, thus envisaged, becomes the basilar exponent of an education for the rights of the Other, and in that sense, the debate about universal values and principles becomes the common denominator for the reflection on human development as a right. From this point onwards, we call on aspects of the main facts of the hegemonic globalization, such as the United Nations Global Compact, to analyze critically how development has been understood in geopolitical terms in the international political bodies, in particular the World Bank, in defense of fair globalization. In the end, we invite the social educator to engage in a praxis seeking to problematize and overcome the silences in the ongoing debate on the challenges of the post-2015 Development Agenda.
(** Co-winner of the 2017 International Geneva Award.)
This article reexamines one of the most enduring questions in the comparative intellectual, legal, and ethical history of human rights: the question of human rights universality. By the end of the first decade of the post-Cold War, debates around the legitimacy and origins of human rights took on new urgency, as human rights emerged as an increasingly influential rubric in international law, transnational development policy, social activism, and ethical discourse. At stake in these debates, which unfolded in various spheres of academia, diplomacy, and political organizing, was the fundamental status of human rights itself. Based in part on new archival research, this article offers an alternative interpretation of an important moment in the debates over human rights universality during this period: the rediscovery by scholars in the late-1990s of a 1947 survey undertaken by UNESCO, which purported to demonstrate the fact of human rights universality through empirical evidence. The article argues that this contested intellectual history reflects the enduring importance of the “myth of universality”—a key cultural narrative that we continue to tell ourselves, about ourselves, as a way to find meaning across the long, dark night of history.
Hamer Academy in East Oakland, California, was located only a few blocks from where Oscar Grant, a young unarmed man, was shot and killed by a local rapid transit police officer on January 1, 2009. For many youth, Grant’s death represented the police profiling and abuse of power they witness every day. In the year preceding Grant’s murder, 124 homicides were recorded, mostly in the area surrounding their school. At the same time, community resources were being depleted; for example, the school district cut its budget at the unprecedented amount of $100 million (Dolan, 2009). Like most young people of color from under-resourced communities in the US, East Oakland students face daily human rights violations, and yet exhibit sustained activism, hope, and resiliency. This spirit was evident at Hamer Academy in 2010 when students and teachers participated in a human rights education (HRE) project that culminated in a powerful three-hour school-wide performance on December 10, International Human Rights Day.
El tema de la pedagogía en derechos humanos cobra cada vez mayor importancia, tanto así que hay programas académicos que lo consideran un eje de su actividad investigativa. En vista de la escasa documentación que dé cuenta de sus campos de estudio, se han identificado tres principales: 1) discusiones pedagógicas sobre los derechos humanos, 2) investigaciones sobre la didáctica de los derechos humanos y 3) propuestas curriculares en derechos humanos, los cuales se exponen en una perspectiva de estudios internacionales.
This article asserts that despite the salience of race in U.S. society, as a topic of scholarly inquiry, it remains untheorized. The article argues for a critical race theoretical perspective in education analogous to that of critical race theory in legal scholarship by developing three propositions: (1) race continues to be significant in the United States; (2) U.S. society is based on property rights rather than human rights; and (3) the intersection of race and property creates an analytical tool for understanding inequity. The article concludes with a look at the limitations of the current multicultural paradigm.
In this chapter we discuss social justice and teacher capacity, an amalgam of teachers’ knowledge, skills and dispositions, by posing and answering three questions. How should education professionals define the concept of social justice? What is the relationship between teacher capacity and social justice? What are teacher educators doing in scholarship and practice to bring about social justice? Our purpose is to provide teacher educators with an overview of the concepts of social justice and teacher capacity, so they may understand the relationship between the two and consider how well they are contributing to Horace Mann’s vision of education as the “great equalizer.”
This collection discusses the teaching of social justice. Following a preface, "Of Stories, Seeds and the Promises of Social Justice" (Jean Ann Hunt), a foreword, "Popular Education--Teaching for Social Justice" (William Ayers), and an introduction "Teaching for Social Justice" (Maxine Greene), the following chapters are included: (1) "Education for Action--Preparing Youth for Participatory Democracy" (Joel Westheimer and Joseph Kahne); (2) "The Human Lives behind the Labels--The Global Sweatshop, Nike, and the Race to the Bottom" (Bill Bigelow); (3) "Writing the Word and the World" (Linda Christensen) and "Portraits: In the Raindrop"; (4) "School Days" (Nelson Peery); (5) "We'd All Be Holding Hands--A Reentry Women's Learning Community" (Diane Horwitz); (6) "A Grassroots Think Tank--Linking Writing and Community Building" (Hal Adams); (7) "Roses and Daggers" (Patrick McMahon); (8) "No Little I's and No Little You's--Language and Equality in an Adult Literacy Community" (Kate Power); (9) "On A Mission--Hazel Johnson and Marvin Garcia" (Therese Quinn); (10) "A Dream That Keeps on Growing--Myles Horton and Highlander" (William Ayers); (11) "The Good Fight--Bill Gandall" (Susan Huddleston Edgerton); (12) "History of My Subversive Teaching" (Rachel Koch); (13) "The Fourth R" (Maureen Reddy) and "Possibilities: Joining Hands"; (14) "'Do You Know Where You Are?' A Memoir of Becoming a South Sider" (Jamie Kalven); (15) "The Cheney, Goodman, and Schwerner Academy"; (16) "Women of Hope"; (17) "Chaos Theory--A Journal Entry" (Rick Ayers); (18) "School Projects Investing in Community Development"; (19) "A Story for Justice" (Jaylynne N. Hutchinson and Rosalie M. Romano); (20) "Welfare Workbook"; and (21) "Teaching for Change" (Deborah Stern). An Afterword, "Some Reflections on Teaching for Social Justice" by Herbert Kohl completes the discussions. Five "Activist Forums" interspersed throughout the book provide opinions of a number of educators and social activists. Forty-eight book resources, 15 classroom resources, 27 resource organizations, 24 periodicals, 5 educational institutes, and 11 World Wide Web sites are listed for further information. (SLD)
During the last decade, dramatic changes have occurred in education policy and practice and in the larger economic and political
contexts in the USA and elsewhere. Based on the widely shared view that education and the economy are inextricably linked,
it is now assumed that teachers can – and should – teach all students as per world-class standards, serve as the linchpins
in educational reforms of all kinds, and produce a well-qualified labor force to preserve the nation’s position in the global
economy. In the face of these daunting – and arguable – expectations, the question of how teachers are recruited and prepared
has become a hot topic in the educational discourse of many nations. In the USA, despite many critiques (e.g., Earley, 2005;
Michelli, 2005; Sleeter, 2009), a “new teacher education” (Cochran-Smith, 2005) has emerged, which is regarded as a problem
that can be solved by the “right” public policies, based on evidence rather than values or ideals, and judged by outcomes
rather than processes, resources, or curricula.
Michael Ignatieff draws on his extensive experience as a writer and commentator on world affairs to present a penetrating account of the successes, failures, and prospects of the human rights revolution. Since the United Nations adopted the Universal Declaration of Human Rights in 1948, this revolution has brought the world moral progress and broken the nation-state's monopoly on the conduct of international affairs. But it has also faced challenges. Ignatieff argues that human rights activists have rightly drawn criticism from Asia, the Islamic world, and within the West itself for being overambitious and unwilling to accept limits. It is now time, he writes, for activists to embrace a more modest agenda and to reestablish the balance between the rights of states and the rights of citizens. Ignatieff begins by examining the politics of human rights, assessing when it is appropriate to use the fact of human rights abuse to justify intervention in other countries. He then explores the ideas that underpin human rights, warning that human rights must not become an idolatry. In the spirit of Isaiah Berlin, he argues that human rights can command universal assent only if they are designed to protect and enhance the capacity of individuals to lead the lives they wish. By embracing this approach and recognizing that state sovereignty is the best guarantee against chaos, Ignatieff concludes, Western nations will have a better chance of extending the real progress of the past fifty years. Throughout, Ignatieff balances idealism with a sure sense of practical reality earned from his years of travel in zones of war and political turmoil around the globe.
Background/Context
A charge heard repeatedly, especially in contemporary media by neo-conservatives such as David Horowitz and George Will, maintains that there is a “liberal bias” in North American academe. The primary grievance is that students in higher education are being indoctrinated into a left-wing ideology that discriminates against conservatives and that some professors are using their classrooms as a political podium at the expense of intellectual diversity.
Purpose/Objective/Research Question/Focus of Study
The purpose of this project is to analytically assess the charge of “liberal bias” as it is specifically leveled at those who make social justice education a requirement of higher education, and especially teacher education.
Research Design
Using conceptual analysis, this project highlights two aspects of the charge: the charge of “bias” and the charge of “ideology/imposition.” It is argued that the charge of bias is grounded in an assumption about teacher neutrality. The concept of teacher neutrality is examined and shown to be primarily concerned with evenhandedness. It is concluded that under conditions of systemic injustice, social justice education is evenhanded. The charge of ideology/imposition is then explored, and it is argued that the underlying concern revolves around the development of critical reflection. Four different readings of “ideology” are delineated. It is argued that social justice education, although ideological in some sense, does not in principle involve imposition because it promotes rather than arrests criticality. The type of criticality that social justice education promotes is then elucidated.
Conclusions/Recommendations
Making social justice education a requirement of higher education is both evenhanded and, although a type of ideology, it promotes rather than impedes criticality. Educational researchers are exhorted to be less concerned about bias and ideology in regard to social justice education and to turn their attention to how privileged students can be educated without recentering their privilege in ways that sacrifice the education of the marginalized. How can education recognize and repair not just the harm done by others but the harm that occurs under the name of education?
Background/Context
A challenge for teachers who support teaching for and about democracy is doing so while being pressed into directives rooted in corporatocracy, a political manifestation of neoliberalism. The accountability movement today, particularly No Child Left Behind, is rooted in much more firmly in corporatocracy than democracy. Democratically minded teachers face two tasks: negotiating increasingly undemocratic systems in order to find space for democratic teaching, and critically examining what democracy is, including gaps between its ideals and actual practice.
Purpose
This article explores the extent to which teachers can enact democratic practice in their classrooms in the current accountability context, and limits that context places on them.
Setting and Participants
Participants included two strong classroom teachers in California, both of whom were teaching English language learners from low-income backgrounds, in schools that did not meet Adequate Yearly Progress targets for 2003-2004.
Research Design and Data Collection
A case-study design was used for this study. Data included six hours of observation in each teacher's classroom, an hour-long interview with each teacher, papers they had completed while they were students in my graduate courses, and their masters theses.
Conclusions
While the teachers were able to use standards strategically to enact a limited form of democratic teaching, both, particularly the teacher who had more experience with democratic teaching, felt thwarted by accountability pressures. I argue that, while democratically minded teachers can navigate accountability pressures up to a point, No Child Left Behind, rooted in corporatocracy, limits teachers’ ability to enact democratic teaching, particularly in schools not meeting test score targets.
My Dear Fellow Clergymen: While confined here in the Birmingham city jail, I came across your recent statement calling my present activities "unwise and untimely." Seldom do I pause to answer criticism of my work and ideas. If I sought to answer all the criticisms that cross my desk, my secretaries would have little time for anything other than such correspondence in the course of the day, and I would have no time for constructive work. But since I feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to try to answer your statement in what I hope will be patient and reasonable terms. I think I should indicate why I am here in Birmingham, since you have been influenced by the view which argues against "outsiders coming in." I have the honor of serving as president of the Southern Christian Leadership Conference, an organization operating in every southern state, with headquarters in Atlanta, Georgia. We have some eighty five affiliated organizations across the South, and one of them is the Alabama Christian Movement for Human Rights. Frequently we share staff, educational and financial resources with our affiliates. Several months ago the affiliate here in Birmingham asked us to be on call to engage in a nonviolent direct action program if such were deemed necessary. We readily consented, and when the hour came we lived up to our promise. So I, along with several members of my staff, am here because I was invited here. I am here because I have organizational ties here. But more basically, I am in Birmingham because injustice is here. Just as the prophets of the eighth century B.C. left their villages and carried their "thus saith the Lord" far beyond the boundaries of their home towns, and just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far corners of the Greco Roman world, so am I compelled to carry the gospel of freedom beyond my own home town. Like Paul, I must constantly respond to the Macedonian call for aid.
In the 30 years of its formal history, the American Indian Movement (AIM) has given witness to a great many changes. We say formal history, because the movement existed for 500 years without a name. The leaders and members of today's AIM never fail to remember all of those who have traveled on before, having given their talent and their lives for the survival of the people. At the core of the movement is Indian leadership under the direction of NeeGawNwayWeeDun, Clyde H. Bellecourt, and others. Making steady progress, the movement has transformed policy making into programs and organizations that have served Indian people in many communities. These policies have consistently been made in consultation with spiritual leaders and elders.The success of these efforts is indisputable, but perhaps even greater than the accomplishments is the vision defining what AIM stands for. Indian people were never intended to survive the settlement of Europeans in the Western Hemisphere, our Turtle Island. With the strength of a spiritual base, AIM has been able to clearly articulate the claims of Native Nations and has had the will and intellect to put forth those claims.
At the dawning of the 21st century, the term “social justice” is appearing in numerous public texts and discourses throughout the field of education. However, and as Gewirtz argued in 1998, the conceptual underpinnings of this catchphrase frequently remain tacit or underexplored. This article elaborates Gewirtz’s earlier “mapping” of social justice theories by examining the tensions that emerge when various conceptualizations of social justice collide and, in turn, their implications for the field of education. By presenting a model of the complex, fraught interactions among diverse claims about social justice, the author seeks to promote continued dialogue and reflexivity on the purposes and possibilities of education for social justice.
This paper explores the implications of the processes of globalization/localization for state feminism, with a focus on Australia. Superficially, localization appears to be one response to globalization, exemplified by devolution to self managing schools and in the public sector. But globalization and localization are merely different aspects of the same phenomenon, and the processes articulating local/global relations have particular gendered effects which, while locally specific in their articulation, resonate in highly patterned ways cross nationally. There has been in many Western liberal democracies a fundamental change in the role of the welfare state with a shift from a more protectionist position to one where the ‘midwife’ state mediates, rather than regulates, global markets. But the shift to the smaller or more selectively interventionist state, although a common global policy ‘response’ to the ‘logic’ of globalization, is not an inevitable consequence of economic globalization. Rather, it is an ideologically informed position which has gained legitimacy by calling upon dominant (if not deterministic) orthodoxies about economic globalization. Furthermore, the shift in the role of the state, as with educational restructuring generally, is as much about cultural reconstruction as it is about economic reconstruction. Feminists are wary of such moves as they provide discursive spaces to undermine past successes and future claims for gender equity. I briefly point to the significance of state feminism in select Western nation states, and then elaborate upon some of the strategic dilemmas arising out of the dynamics of globalization/localization for the delivery of gender equity reform.
This article explores the place of human rights at the 1955 Asian-African Conference in Bandung, a meeting that founded the Third World as a political entity. Contrary to most existing accounts of the conference, which emphasize the anti-colonialism and latent anti-Westernism of the participants, it will argue that there was a significant positive engagement with human rights by a range of newly decolonized states. When recognition of the Universal Declaration of Human Rights was challenged by Communist China, that document found enthusiastic champions at the conference, including Charles Malik, one of the major figures involved in its creation.
With the effects of globalization everywhere, what should we say to our children and grandchildren about globalization and education? What are the print media--the books and magazines--telling us about globalization and education? This article examines what a person may take from the print media to talk with their children about effects of globalization and education. Let the reader beware!
This study explores the impact of foreign affairs on U.S. civil rights policy during the early years of the Cold War (1946-1968). Following World War II, the U.S. took on the mantle of world leadership, yet, at the same time, the nation found itself subject to increasing international criticism. American racism was seen as the nation's Achilles heel. U.S. allies, as well as critics, questioned whether civil rights abuses undermined our nation's international image, and interfered with its leadership of the free world. How could American democracy be held out as a model for others to follow, particularly newly independent nations in Asia and Africa, when within U.S. borders persons of color were lynched, were segregated in schools and public accommodations, and were disenfranchised? When the Soviet Union made American racism a principle anti-American propaganda theme in the late 1940s, civil rights in America became a terrain upon which an important Cold War ideological battle would be waged. Based on extensive multi-archival research, this study argues that concerns about the impact of race discrimination on U.S. foreign relations led presidents from Truman through Johnson to pursue civil rights reform as part of their broader Cold War strategies. While foreign affairs was only one of the factors motivating civil rights reform during these years, it was a crucial factor that helps us to understand why a period of domestic repression - the Cold War - was also a period during which some civil rights reform would take hold.
Issues regarding race and racial identity as well as questions pertaining to property rights and ownership have been prominent in much public discourse in the United States. In this article, Professor Harris contributes to this discussion by positing that racial identity and property are deeply interrelated concepts. Professor Harris examines how whiteness, initially constructed as a form of racial identity, evolved into a form of property, historically and presently acknowledged and protected in American law. Professor Harris traces the origins of whiteness as property in the parallel systems of domination of Black and Native American peoples out of which were created racially contingent forms of property and property rights. Following the period of slavery and conquest, whiteness became the basis of racialized privilege - a type of status in which white racial identity provided the basis for allocating societal benefits both private and public in character. These arrangements were ratified and legitimated in law as a type of status property. Even as legal segregation was overturned, whiteness as property continued to serve as a barrier to effective change as the system of racial classification operated to protect entrenched power. Next, Professor Harris examines how the concept of whiteness as property persists in current perceptions of racial identity, in the law's misperception of group identity and in the Court's reasoning and decisions in the arena of affirmative action. Professor Harris concludes by arguing that distortions in affirmative action doctrine can only be addressed by confronting and exposing the property interest in whiteness and by acknowledging the distributive justification and function of affirmative action as central to that task.
Today, claims for social justice seem to divide into two types: claims for the redistribution of resources and claims for the recognition of cultural difference. Increasingly, these two kind of claims are polarized against one another. As a result, we are asked to choose between class politics and identity politics, social democracy and multiculturalism, redistribution and recognition. These, however, are false antitheses. Justice today requires both redistribution and recognition. Neither alone is sufficient. As soon as one embraces this thesis, however, the question of how to combine them becomes paramount. I contend that the emancipatory aspects of the two paradigms need to be integrated in a single, comprehensive framework. In this lecture, I consider two dimensions of this project. First, on the plane of moral philosophy, I propose an overarching conception of justice that can accomodate both defensible claims for social equality and defensible claims for the recognition of difference. Second, on the plane of social theory, I propose an approach that can accomodate the complex relations between interest and identity, economy and culture, class and status in contemporary globalizing capitalist society. In der aktuellen Debatte erscheinen Forderungen nach sozialer Gerechtigkeit in zwei Typen aufgespalten: Forderungen nach Umverteilung von Ressourcen und Forderungen nach Anerkennung kultureller Verschiedenheit. Diese beiden Typen von Forderungen werden zunehmend gegeneinander polarisiert. Entsprechend sollen wir wählen zwischen Klassenpolitik und Identitätspolitik, sozialer Demokratie und Multikulturalismus, Umverteilung und Anerkennung. Es handelt sich dabei jedoch um falsche Gegensätze. Gerechtigkeit erfordert heute beides: Umverteilung und Anerkennung. Eines allein ist unzureichend. Wenn man diese These akzeptiert, wird die Frage zentral, wie beide Forderungen zu vereinbaren sind. Ich vertrete den Standpunkt, daß die emanzipatorischen Aspekte der beiden Paradigmata in einem umfassenden Rahmen integriert werden müssen. In diesem Beitrag werden zwei Dimensionen dieses Vorhabens behandelt. Als erstes schlage ich auf der Ebene der Moralphilosophie eine übergreifende Konzeption von Gerechtigkeit vor, die sowohl vertretbare Forderungen nach sozialer Gleichheit umfaßt als auch vertretbare Forderungen nach Anerkennung von Differenz. Als zweites schlage ich auf der Ebene von Gesellschaftstheorie einen Ansatz vor, der den komplexen Beziehungen zwischen Interesse und Identität, Ökonomie und Kultur sowie Klasse und Status in der heutigen globalisierten, kapitalistischen Gesellschaft Rechnung trägt.
Incl. index, bibliographical references
believed that minority rights did not apply in the Americas because of what she called the " assimilationist ideal In the end, the Americans won: There is no guarantee of group rights in the UDHR. Downloaded by Practicing democracy in two inner city schools
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