Historicizing Mathematics and Mathematizing Social Studies for Social Justice: A Call for Integration

Researchers and theorists in education have offered persuasive arguments and evidence documenting the need for, and benefits of, education for social justice. Despite these efforts the intersection of social justice with interdisciplinary curricular designs remains underexplored. This article argues that social justice education is enriched through interdisciplinary curricula, in that it holds the potential for students to develop deeper conceptions of social justice and experience deeper learning outcomes related to content knowledge across subject matter areas. Central to this argument is the notion that situating disciplinary relationships explicitly within social justice perspectives encourages an emphasis on broader and richer sociopolitical consciousness among learners. We draw on historical and contemporary narratives to position social justice in mathematics and social studies education. As researchers in these two fields, we envision greater possibilities for the advancement of knowledge, and we envision learning from inequalities and resisting oppression by nurturing deeper, more explicit connections between mathematics and social studies. We conclude this article with three overviews of learning segments as potential representations of interdisciplinary mathematics-social studies for social justice work in secondary school contexts.     

社会公正领导:当代西方教育领导研究的新重心

社会公正领导是当代西方教育领导研究的三大主流综合范式之一。它的兴起植根于全球化和多元化时代,代表了当代教育领导的范式转型。社会公正领导聚焦学校教育领域平等和公正伦理问题,并通过积极的行动创建更加公正的学校教育环境,以促进每个学生获得学业和社会成功。近几年,社会公正领导的内涵呈现多元化的理解,并发展起校长在学校中推进和实施社会公正的一系列行动策略。     

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

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

The Intersection of Social Justice and Educational Technology: The Educational Technology Social Justice Matrix

Education and Information Technologies - This paper presents the Educational Technology Social Justice Matrix based on a review of thirty-eight recent papers from a search for the terms...     

社会分化与教育公平

目前,我国的教育公平问题主要表现为阶层不公平、城乡不公平、地域不公平和学段不公平.从本质上讲,它不仅是一个教育问题,也不仅是一个经济问题,而更是一个政治问题.其根源在于市场化背景下的日益加剧的社会分化,尤其是阶层分化.教育公平问题能否妥善解决好,从根本上取决于政府及各级教育行政部门的立场、态度和决心.只要各级政府及教育行政部门从应有的政治立场出发,以严肃认真的态度,下定决心来处理问题,政治上反对特权化--阶层特权、城市特权、区域特权、精英特权,坚持阶层公平、城乡公平、区域公平、学段公平,坚持教育为人民服务,为民族服务;经济上反对资本化、产业化,坚持教育的人民性、公益性,教育公平问题就能够得到令人满意的解决.     

社会公平与教育机会均等

本文立足于构建和谐社会的时代背景,从理论上分析了社会公平与教育机会均等二者的应然关系,从现实中考察了社会公平的目标追求与教育机会在区域、阶层和性别上严重不均的矛盾,提出了公平与效率兼顾、层次推进的发展思路,以及采取差异策略,促进地区之间的教育机会均等;扶持弱势群体,促进阶层之间的教育机会均等;制定鼓励性政策,促进不同性别之间的教育机会均等的操作策略.     

Social Justice, Epistemology and Educational Reform

The paper explores the work of four contemporary theorists of educational reform, following deep currents in epistemology and the theory of rationality. An examination of the positions yields a controversial epistemological conclusion which promotes the examination of philosophical issues relevant to education and the modernist/postmodernist debate.     

Reflexivity,Social Justice and Educational Research

This paper identifies the role of reflexivity as a central concern to educational researchers. We argue that reflexivity as a concept needs to be recognised at three key levels. Reflexivity can be considered in terms of learning in general, in relation to our research designs and finally with respect to the production of educational knowledge. Each of these levels is analysed and related to our understanding of social justice research in education. Through an exposition of Giddens’ notion of the ‘duality of structure’ we put forward one way of researching in the area of social justice and education which takes into account the reflexive nature of educational research.     

The Moral Imperative of Social Justice Leadership: A Critical Component of Effective Practice

This study examined how four principals in urban middle and senior high schools with a social justice orientation responded to hypothetical scenarios involving teacher prejudice. The principals in this study did not reference their leadership preparation programs in describing the evolution of their equity-focused leadership philosophies, nor did they reference theory. Rather, the principals were predisposed to support the goals of equity and fairness because they believed they had a moral obligation to do so. The research suggests that school leaders who enter the position with a predisposition for equity and fighting injustice may be better equipped to handle scenarios involving prejudice in ways that advance the overall goals of social justice.     

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

Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards. We draw on scholarship focused on dual language education, social justice leadership, and the new Professional Standards for Educational Leadership to describe how principals can create dual language programs and lead for social justice and conclude with implications for preparation programs.     

Preparing Counselors to Advocate for Social Justice: A Liberation Model

There are few pedagogical resources that describe how counselor educators can prepare counseling students to advocate for social justice. This article highlights a constructivist approach to social justice advocacy training called the Liberation Model. The principles of the Liberation Model are discussed, and recommendations for implementing the model in graduate counseling courses are provided. The purpose of the model is to help students develop the knowledge, awareness, and skills necessary for social justice advocacy.     

规则公正：实现社会公正的基本途径

社会公正是衡量社会明程度和社会合理性的重要尺度。社会公正的获得有赖于规则公正。章认为要做到规则公正就必须使规则制定民主化，规则实施公开化，规则评价合理化。