social justice (1).ppt...................
- 1. By : Istiqlal Eid May Al ghareeb Saqr Al Khazaleh Presented to: Prof. Abdallah Bani abdrahman
- 2. A Social Justice Conceptualization Sociopolitical Context ( Schooling and Society )
- 3. Teacher Education Aims Develop Teachers as Agents of Change ( ethical and transformative agency ) Building a More Just and Humane Society
- 4. Social Justice Approach A Set of Related Concepts Emancipatory Sociocritical Pedagogy Critical Approach Reflective Practice Critical Social Cultural Pedagogy Reconstructive Responsiveness
- 5. Postcolonialism (Viruru,2015) Decoloniality (C and M,2017) in Teacher Education Acknowledging the existence of different knowledge systems, contesting historical forms of domination, and constant reflection on how curricula work to the advantage or disadvantage of different groups of learners.
- 6. Being a teacher is firmly tied up with promoting values and action based on ethics, the advancement of democracy, and the desire to improve the conditions of schooling for marginalized groups in society.
- 7. These approaches emerged in the United States as part of a larger social movement to redress the ills of capitalism made evident in the Great Depression.
- 8. A social justice teacher enacts curriculum The teacher ensures that students learn skills and knowledge associated with the most powerful (cultural capital), thereby helping to promote access to all levels of society. The teacher helps construct an ethos of care and respect ( classrooms are democratic communities) The teacher embraces an identity as a community activist and sees this work as an extension of his/her teaching
- 9. Students develop both -a critical social consciousness -intellectual and practical tools to be agents of change Students study the experiences of those who have been marginalized along with possibilities for liberation.
- 10. This reform agenda is compatible with the increasingly diverse population in U.S. public schools and the importance of the development of sociocultural consciousness and intercultural teaching competence among prospective teachers.
- 12. Justice has challenges. However teachers can address them following the notes below: Zero tolerance doesn’t work. Opening a care room for students who need restorative, counseling and mediation. Shifting the focus from rules to relationships. Shifting from punishment to repairing harm. Talking Circles- a safe way for teachers to rebuild community in the classroom and develop communication skills.
- 13. To teach students to problem solve through collaboration, positive communication strategies, active listening, and future goal setting.
- 15. Implications for Curriculum Design Particular assumptions of learning to be a teacher support the selection of knowledge, techniques, skills, and content in teacher education programs within this frame of reference.
- 16. Such programs create opportunities for teacher candidates (e.g., culture, race, class, gender, sexual orientation, religion, language, disability) Whitcomb 2010
- 17. Learning to be a teacher goes beyond achieving a qualification or being socialized within the community of teachers but takes as its central organizer the question of what is educationally desirable, toward the formation of “educationally virtuous professionals” Biesta 2015
- 18. In a context of globalization and increasing migration, Apple (2011) argues for locating educational practices within the politics of redistribution and the politics of recognition . politics of redistribution politics of recognition
- 19. The politics of redistribution and recognition has direct implications for curriculum design in teacher education. most programs emphasize connecting to learners’ lives and worlds, fostering a critical understanding of inequities, and building bridges between school and everyday knowledge. Teacher candidates: - develop abilities to establish and maintain safe, respectful classroom communities - facilitate conversations that address race, class, language, and power. - encourage them to take up activist roles. - standing up to unjust schooling practices - working on school or district boards. - creating spaces for parent voices. - participating in community activist organizations.
- 20. Some practical examples of curriculum design will be presented here : insistence on questioning accepted realities. critical examination of discursive practices. emphasis on understanding the mechanisms through which power can be wielded over large groups of people.
- 21. An example of the relationship between globalization and dominant forms of knowledge
- 23. A tangible example of a social justice approach to teacher education is that of service learning. Service learning creates opportunities for students to extend their educational work beyond the curriculum, to connect academic themes to the lives of communities, and to engage in practical activities that help to cultivate an ethic of care .
- 26. McDonald (2005, cited in Whitecomb,2010) found that programs explicitly committed to teach for social justice were more effective in helping candidates develop conceptual tools for understanding, rather than practical tools for teaching .
- 27. Montano et al (2002, cited in Whitecomb, 2010) found that many of the typical structures in teacher education do not adequately prepare candidates to be change agents; they recommend providing teacher candidates with more direct experiences in community-based activist organizations that allow them to identify with larger historical, social movements .