Teaching for social justice

Teaching for social justice is an educational philosophy that proponents argue teaches for justice and equity all learners in all educational settings. [Russo, P. (1994) [http://www.oswego.edu/~prusso1/Russos_what_does_it_mean_to_teach_for_s.htm What does it mean to teach for social justice?] SUNY Oswego. Retrieved 5/20/07.] The practice extends across all grade levels and academic settings, often challenging educators themselves as well as students. [Maina, F. (2002) " [http://www.oswego.edu/~prusso1/teaching_for_social_justicemain.htm Radical Pedagogy: The Practice of Teaching for Social Justice: Perspectives from an Education Research Course] ." Department of Curriculum and Instruction - Oswego State University. Retrieved 5/20/07.]

About

Herbert Kohl argues that teachers may often teach against their conscience, do a sloppy job of teaching, limit their methodology, and focus too much on being a good teacher without being a good citizen. Overcoming these prospects is the crux of what he and many other educators call "teaching for social justice". [Kohl, H. [http://www.rethinkingschools.org/archive/15_02/Just152.shtml Teaching for Social Justice] . "Rethinking Schools." Volume 15, No. 2 - Winter 2000/01. Retrieved 5/20/07.]

Other popular educators who have explored the practice of teaching for social justice include John Dewey, who may have been the first advocate for teaching for social justice when he developed the first theories about technical education and student engagement in the classroom in "".

Following him were George Counts, who focused on a democratically-inclusive, socialistic educational model, while Charles Beard and Myles Horton both provided more individualistic lenses which emphasized teaching for social justice. A variety of social and political theories and backgrounds inform the practice of teaching for social justice. Starting as early as the work of W.E.B. Du Bois in the early 1900s, social activists and educators have called for the realignment of educative practices towards a conscious, deliberative practice of engaging society in fostering justice for all.

After the publication of "Pedagogy of the Oppressed" in 1971, Brazilian educator Paulo Freire became closely associated with teaching for social justice. Freire expounded the belief that teaching is a political act that is never neutral. Over the course of dozens of books, Freire proposed that educators focus on creating equity and changing systems of oppression within public schools and society. [Freire, P. (1971) "Pedagogy of the Oppressed."]

Recently teaching for social justice has been built on ethnographic and discourse research on the complex work of educators, including works by bell hooks, who pioneered a culturally-relevant, critical classroom theory strongly informing teaching for social justice. Ira Shor, Peter McLaren, Henry Giroux, Joe L. Kincheloe, and Stanley Arnowitz have each built upon the contributions of Freire to develop uniquely American critical examinations of culture and society. Michael Apple is remarkable for his democracy-focused project which reinforces the tenets of teaching for social justice. Jonathan Kozol, Alfie Kohn, Susan Searls Giroux, Khen Lampert and Lisa Delpit are among the growing body of modern educational theorists who have also contributed greatly to this practice.

Attention to social justice issues incorporates a broad range of sociological dimensions in teaching, and education more generally, including attention to fairness and equity with regard to gender, race, class, disability, sexual orientation, etc.

A number of subject specific fields of practice and enquiry in education, including science education and mathematics education have sub-communities of teachers and scholars working on social justice issues. For example the 2007 special issue no. 20 of Philosophy of Mathematics Education Journal is devoted to social justice issues in mathematics education.

Issues

There are several main issues in teaching for social justice.

Peer relationships

Peer relationships among learners are largely determinant of the outcomes of schools. [Rogoff, B. (1990). "Apprenticeship in thinking." New York: Oxford University Press, Inc.] [Boykin, A.W., Tyler, K.m., & Miller, O. (2005). In search of cultural themes and their expressions in the dynamics of classroom life. Urban Education, 40(5), 521-547.] Methods including cooperative group work [Cohen, E.G. 1994. "Designing groupwork." New York: Teachers College Press.] [Costantino, M. (1999). "Reading and Second Language Learners." Olympia, WA: The Evergreen Center for Education Improvement.] , and diverse group interactions. [Johnson, A. (2001). "Privilege, power and difference." New York: McGraw-Hill, Inc.]

Teacher relationships

The relationships teachers have with students also affect teaching for social justice. In this sense, parent/teacher relationships are central [Nieto, S.] , as are access to information and resources for all students [Nieto, S.] , understanding the role of youth/adult partnerships in the classroom [Lewis,A.(2004) "Race in the school yard." Rutgers University Press.] , and teachers actually learning about students. [Nieto, Sonia (2004). Affirming Diversity: The sociopolitical context of multicultural education. 4th ed. Pearson Education, Inc.] It is also important for students to understand equity issues in their classrooms. [Lewis,A.]

Classrooms

The number of specific classroom issues that affect teaching for social justice are almost countless. [ Ayers, W., Hunt, J.A., and Quinn, T. (1998)"Teaching for Social Justice: A Democracy and Education Reader." New Press.] Understanding the affects of teachers on student learning is vital [Nieto, S.] , and a teacher cannot teach under the assumption that “equal means the same.” Students come from numerous cultures, languages, lifestyles and values and a monocultural framework will not suit all student needs. [Nieto, S.]

Additionally, teachers need to be critically conscious [" [http://www.evergreen.edu/mit/publications/st_tch_handbook_05/St_tch_hb_05_pt2_a.pdf The Evergreen State College Student Teaching Assessment Rubric] ." Retrieved February 27, 2007 ] and offer students well-planned units and lessons that develop knowledge of a wide range of groups. [ Vaughn,S., Bos, C.S., & Schumm, J.S.(2007) "Teaching Students, who are exceptional diverse, and at risk, in the general education classroom." Pearson Education. ] Curriculum building on acknowledgment rather than neglect the experiences of students. [Nieto, S.] Educators can also match students’ cultures to the curriculum and instructional practices [Vaughn,S., Bos, C.S., & Schumm, J.S.(2007) "Teaching Students, who are exceptional diverse, and at risk, in the general education classroom". Pearson Education.]

Relevant organizations

Many universities and colleges have programs focused on teaching for social justice, including the University of Regina, The Evergreen State College, State University of New York at Oswego, Pennsylvania State University, the University of California, Los Angeles and the University of Washington. A number of nonprofit organizations also support the practice in schools, including Mosaic, the Institute for Community Leadership and the Freechild Project.

Criticism

Sudbury model of democratic education schools maintain that values, social justice included, must be learned through experience [Greenberg, D. (1992) "'Ethics' is a Course Taught By Life Experience," Education in America - A View from Sudbury Valley.] [Greenberg, D. (1987) "Teaching Justice Through Experience," The Sudbury Valley School Experience.] [Greenberg, D. (1992) "Democracy Must be Experienced to be Learned," Education in America - A View from Sudbury Valley.] , as Aristotle said: "For the things we have to learn before we can do them, we learn by doing them." [Bynum, W.F. and Porter, R. (eds) (2005) "Oxford Dictionary of Scientific Quotations." Oxford University Press. 21:9.]

ee also

*Anti-oppressive education
*Christian theological praxis
*Critical pedagogy
*Critical theory
*Critical thinking
*Green school
*Intergenerational equity
*Reflection
*"Radical Teacher"
*Service learning
*Student voice
*Student activism
*Youth empowerment
*Youth/adult partnerships

References

Bibliography

* Bigelow, B., & Peterson, B. (Eds.). (1998). "Rethinking Columbus: The Next 500 Years." Milwaukee: Rethinking Schools Ltd.
* Bigelow, B., Christensen, L., Karp, S., Miner, B., & Peterson, B. (Eds.). (1994). "Rethinking Our Classrooms: Teaching for Equity and Justice." (Vol. 1). Milwaukee: Rethinking Schools Ltd.
* Garry, P., (2006) "Cultural whiplash: The Unforeseen Consequences of America's Crusade against Racial Discrimmination." Nashville: Cumberland House.
* Grant, C.A., & Sleeter, C.E. (2006). "Turning on Learning: Five Approaches for Multicultural Teaching Plans for Race, Class, Gender, and Disability" (4th ed.). Indianapolis: Jossey-Bass, An Imprint of Wiley.
* Haberman, M. (1995). "STAR Teachers of Children in Poverty." Indianapolis: Kappa Delta Pi.
* Ladson-Billings, G. (1997). "The Dreamkeepers." San Francisco: Jossey-Bass.
*Lampert, k. (2003). "Compassionate Education: Erolegomena for Radical Schooling" MD USA, Romman&Littlefield.