Fluent Essays

Describe Agrawal et al.’s  3 key markers of teaching for social justice.  How is the way they define teaching for social justice similar to or different from how other authors, whose work we have read, define it (e.g., Hackman in HW 5, Banks in HW 3, etc.)? What were the main findings from the Agrawal et. al. article?  In what ways are your views challenged or similar to the article? What barriers do you think exist to engaging in teaching for social justice as defined by Agrawal et. al.?  What might be some solutions or approaches to overcoming those barriers? Share possible idea(s) and resources you are thinking about for your final Teaching for Social Justice Lesson Plan.  Provide a brief description of a possible lesson including content/topic, grade level, and how you think it would align with teaching for social justice.From Ideal to Practice and Back Again: Beginning Teachers Teaching for Social Justice Ruchi Agarwal 1, Shira Epstein 2, Rachel Oppenheim 3 , Celia Oyler 3 , and Debbie Sonu4 Abstract The five authors of this article designed a multicase study to follow recent graduates Journal of Teacher Education 61(3) 237-2◄ 7 © 20 IO American Association of Colleges for Teacher Education Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/0022◄87 I0935 ◄52 I http://jte.sagepub.com (l)SAGE of an elementary preservice teacher education program into their beginning teach ing placements and exp lore the ways in which they enacted social justice c urricula. The a uthors highlight the stories of three beginning teachers, honoring the plurality o f their conceptions of social justice teaching and the resiliency they exhibited in translating social justice ideals into viable pedagogy. They also discuss the strugg les the teachers faced when enacting socia l justice curricula and the tenuous connection they perceived between thei r conceptions and their practices. The authors emphasize that such struggles are inevitable and end the article with recommendations for ways in wh ich teacher educators can prepare beginning teachers for the uncertain journey of teaching for social justice. Keyword s social justice, teacher education, teacher reflection, curriculum Introduction Many teacher education programs across the United States express co1n1nitments to social justice and accordingly attract prospective teachers who seek to work for social change. These social justice commitments are certainly broad and diffuse but stem in no small part from the structural inequal­ ities in our society that are reflected in- and perpetuated by-our schools. We know, for instance, that students in low-income communities are more likely to receive fewer resources and a qualitatively substandard education compared to their middle-class counterparts (Ferguson, 2000; Kozol, 1991; Rothstein, 2004). So too, students of color are often denied adequate educational resources, are overrepresented within special education contexts, and are subject to harsher forms ofpunish1nent than their White peers (Losen & Orfield, 2002; Mukherjee, 2007; Oakes, Wells, Jones, & Datnow, 1997). Of course, these are not new trends, as U.S. schools have historically failed to adequately serve students outside the White, English-speaking, middle-class, nondisabled, main­ stream culture (Zollers, Albert, & Cochran-Smith, 2000). To combat such inequalities, social justice is emphasized as an integral part of many teacher education curricula. When seeking to transform inequities inherent in society and expressed so sharply in schools, classroom teachers can be understood as the 1nost essential element [as] they have the ultin1ate responsibility to navigate the curriculum and instruction with their students (Lalas, 2007, p. 19). This article was downloaded by:[University of Washington] On: 28 January 2008 Access Details: [subscription number 758874194] Publisher: Taylor & Francis Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Equity & Excellence in Education Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t713770316 Five Essential Components for Social Justice Education Heather W. Hackman Online Publication Date: 01 May 2005 To cite this Article: Hackman, Heather W. (2005) Five Essential Components for Social Justice Education, Equity & Excellence in Education, 38:2, 103 - 109 To link to this article: DOI: 10.1080/10665680590935034 URL: http://dx.doi.org/10.1080/10665680590935034 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article maybe used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. http://www.informaworld.com/smpp/title~content=t713770316 http://dx.doi.org/10.1080/10665680590935034 http://www.informaworld.com/terms-and-conditions-of-access.pdf D o w n lo a d e d B y : [U n iv e rs it y o f W a s h in g to n ] A t: 0 1 :0 6 2 8 J a n u a ry 2 0 0 8 Equity & Excellence in Education, 38: 103–109, 2005 Copyright c! University of Massachusetts Amherst School of Education ISSN 1066-5684 print / 1547-3457 online DOI: 10.1080/10665680590935034 Five Essential Components for Social Justice Education Heather W. Hackman The question of how to teach effectively from a clear social justice perspective that empowers, encourages students to think critically, and models social change has been a consistent challenge for progressive educators. This article intends to shed light on this issue by demonstrating how educators can utilize a social justice pedagogical lens to treat their content in ways that meet their commitment to empowering education. Specifically, this article clarifies what social justice education is by introducing readers to five key components useful in teaching from a social justice perspective: tools for content mastery, tools for critical thinking, tools for action and20 Chapter 2 the kinds of pictures on the bulletin ofboards, the racial (COmlpCJsitiiorn the school staff, and the fairness with which studeruts fro>m different racial, cultural, and ethnic groups are disciplined and susspemded. ]Multi­ cultural education reforms the total school environment so t:halt thte hid­ den curriculum sends the message that cultural and ethmic: diiversity is valued and celebrated. 8. The counseling program. In an effective multicultural :sch1ooll,counse­ lors help students from diverse cultural, racial, and et:hnlic grolllpS to make effective career choices and to take the courses needed Ito pursue those career choices (Ponterotto, Casas, Suzuki, & Alexandeir, 1995; Sue, 1995). Multiculturally oriented counselors also help smdents to reach beyond their grasp, to dream, and to actualize their dreams. Multicultural educators make the assumption that if the preceding eight variables within the school environment are reformed and restruc­ tured and the dimensions of multicultural education are implemented, students from diverse ethnic, cultural, and language groups and of both genders will attain higher levels of academic achievement and the inter­ group attitudes and beliefs of students from all groups will become more democratic. B().,{\ ·3, ( ) l.s) 9 9 9 ) YI o d/4U-, 0 ·1 +o /)/) l,v\.+,C f dA,tULJ,-~htrfX{ o/1 J ~ .Go~~:\ fY\ 6a·A~ A\ljn Lo,1, 1 A 1 id-r 3 CURRICULUM TRANSFORMATION It is important to distinguish between curriculum infusion and curricu­ lum transformation. When the curriculum is infused with ethnic and gender content without curriculum transformation, the students view the experiences of ethnic groups and of women from the perspectives and conceptual frameworks of the traditional Western canon. Conse­ quently, groups such as Native Americans, Asian Americans, and Latinos are added to the curriculum, put their experiences are viewed from the perspective of mainstream historians and social scientists. When curric­ ulum infusion occurs without transformation, women are added to the curriculum but are viewed from the perspectives of mainstream males. Concepts such as The Westward Movement, The European Discovery of America, 11 and Men and Their Families Went West remain intact. When curriculum transformation occurs, students and teachers make paradigm shifts and view the American and world experience from the perspectives of different racial, ethnic, cultural, and gender groups. Columbuss arrival in the Americas is no longer viewed as a discovery but as a cultural contact or encounterthat had very different consequences for the Tainos (Arawaks), Europeans, and Africans (Golden et al., 1991; Rouse, 1992; Stannard, 1992). In a transformed curriculum, the experi­ ences of women in the West are not viewed as an appendage to the expe­ rience of men but through womens eyes (Armitage, 1987; Limerick, 1987). This chapter discusses the confusion over go