Whiteness in teacher education research discourses: A review of the use and meaning making of the term cultural diversity

The term “cultural diversity” is extensively used in recent teacher education research, but its meaning appears to vary and therefore needs to be made visible. This article reviews the use and meaning making of the term cultural diversity. The analysis reveals three main patterns across the 67 studies reviewed: Cultural diversity is (1) undefined, (2) related to a set of other undefined terms and (3) used in binary oppositional discourses that produce a racialized Other. Drawing on critical Whiteness studies and critical discourse analysis, I argue that despite attempting to promote social justice, researchers are actors who produce a discursive ideology of White supremacy.     

Setting the Stage for Action: Teaching Social Justice in the Middle School Classroom

Abstract

In an effort to better understand what it means to enact curriculum that helps students conceptualize issues of injustice and racism, this article describes an approach to comply with mandated responsibilities while offering curriculum that promotes an understanding of social justice and equity in the community. Challenges and barriers to implementation of these curricular changes are also described, as well as guidance to those who wish to begin the process of enacting curriculum that pushes students to critically consider power, justice, and fairness within their community.     

我国社会保障制度公平缺失问题及对策

社会保障制度是维护社会公平的一项重要制度。但在现实中,我国的社会保障制度在公平方面存在着缺失,主要表现为城乡之间、群体之间、地区之间的不公平。因此,必须建立城乡统一的社会保障制度和多层次的社会保障体系,实行灵活的社会保障菜单选择制度,逐渐完善社会保障制度,以利于构建和谐社会。     

论社会公正与构建和谐社会

社会公正是社会主义和谐社会的题中之义。当前社会还存在一些不公问题,应完善社会主义分配制度,建立全方位的监督体系,保障社会成员机会平等,以维护和实现社会公正。     

Becoming Teachers for Social Justice: Raising Critical Consciousness

This article shares processes and practices which foster students’ critical consciousness. Critical consciousness, the core of social justice teaching, is a heightened awareness of the world and the power structures that shape it. Teachers can become forces for equity and change by: challenging students to reflect critically on their beliefs and the sources of these beliefs; using text to guide students to look outwards and discover the perspectives and challenges of others; selecting texts purposefully to heighten student awareness of issues of power and equity; teaching students to read texts critically, listening carefully for the points of view of others often ignored or silenced; creating space for dialogue beyond text; and finally, making the world their classroom, blurring the boundary between schools and communities as students research the world and take steps toward change in ways that recognize and re-value our common humanity. Becoming teachers for social justice entails moving students through intentional processes and practices to foster critical consciousness in the hope of effecting change.     

Sexual Justice Is Social Justice: An Activity to Expand Social Work Students Understanding of Sexual Rights and Injustices

Social work education could benefit from an explicit educational framework that combines social justice and sexuality: sexual justice. However, there is a paucity of literature in social work discussing this critical issue. This article helps equip social workers to challenge social injustice through a lens of sexuality and builds a conceptual framework by examining sexual justice through pillars of social work: human dignity, community and solidarity, rights and responsibilities, priority for the poor and vulnerable, and peace. An activity providing micro and macro case discussions is presented to help infuse sexual justice into social work programs.     

论我国环境正义问题的社会建构

环境正义问题往往隐蔽在概括性的环境问题之中,经过社会建构被认为是令人担心且必须采取行动加以应付之后,才构成"问题"。我国环境正义问题主要表现为城乡环境正义、区域环境正义、阶层环境正义等方面。这些方面的问题是在我国社会经济长期发展不均衡、公平诉求到了不容忽视的时刻的背景下,通过某些必然又特定的契机建构起来的。     

Visualizing Social Justice: Using Controversial Images in Social Studies Classrooms

In this article, we promote the use of controversial images to enhance the discussion of social justice issues in schools. Controversial images provide rich opportunities for students to question what is occurring currently in society as well as what has occurred in the past. We provide an example set of activities to be used in teacher education that can help future teachers explore engaging methods for teaching with controversial images, discuss tensions involved with the use of controversial images, and to develop connections between using controversial images and teaching for social justice.     

社会公正与政府责任问题的研究视角及路径分析

社会公正是社会和谐的基石。学术界从不同层面对社会不公正现象进行研究,基本上是由于中国社会的不公正程度在加剧,社会不公正所带来的后果值得高度重视。为此,学者从实施宏观调控以调整收入差距和地区差距、培育合理的社会阶层结构、推行政治民主化等不同角度提出各自的对策。在进一步的研究中需要再建构一个新的社会公正与政府责任的理论模式,对社会公正和政府责任的研究深化、细化和具体化,了解民众对社会公正和政府责任的期望等方面展开。     

Affirming Cultures,Communities and Experiences: Teaching for Social Justice in Teacher Education Literacy Courses

In this article we share several activities we use in our teacher education literacy courses that incorporate a social justice lens. For each activity we suggest resources, offer examples we have created and used in our teaching, and share research to support each activity. The activities build on each other, with the intent of increasing preservice teacher knowledge of how to teach for social justice by moving beyond awareness and understanding lived experiences of students to affirming cultures and experiences of all students, creating inclusive and equitable classrooms. By experiencing teaching from this stance in our courses, we hope that our preservice teachers take up and teach from a social justice stance in their future classrooms.     

Muddying the Waters: Studying Teaching for Social Justice in the Midst of Uncertainty

ABSTRACT

In light of societal pluralism, diverse visions exist for social justice. In this sense, uncertainty is a marker of social justice education and research. This article shares insights into how we came to ask a question about teaching for social justice through cross-cultural collaborative self-study. Eight New Zealand pre-service teachers participated in semi-structured interviews in which they reflected on their six-week social studies methods course. Drawing on pedagogical moments that the pre-service teachers saw as being significant, this article explores the generative and ambiguous ways in which the course ‘muddied the waters’ of their unfolding conceptions and practices of social justice education. The article describes how coming to know ‘teaching for social justice’ through the eyes of these pre-service teachers provided a reflexive surface for our self-study and has shaped its trajectory. In contrast to our initial desire for greater certainty, placing the uncertainties of social justice at the forefront of our practice has become central to our inquiry.     

Critical Conversations on Social Justice in Undergraduate Mathematics

Abstract

This article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to various interests and issues situated across differing values and beliefs. We present a case study of a critical conversation that took place at a 2016 Mathematics for Social Justice workshop organized by a group of junior faculty. Participant reflections situate perspectives that can help novice and experienced instructors design conversations about teaching mathematics for social justice. Specifically, individual and group reflections highlight the importance of: (i) framing and reflecting on the conversation; (ii) exploring implications and content connections; and (iii) identifying barriers. Implications for faculty members and mathematics departments are provided.     

走向社会公正的制度创新——政府监管制度的法理学分析

从法理层面证成政府监管制度的正当性是该制度有效运行的前提。解决和矫正市场失灵问题是该制度产生的现实考虑;控制企业滥权行为、维护社会公平正义是其价值追求;宪法的原则性规定为其提供了制度空间;该制度在人员构成、权力配置、执法机制等方面的优越性凸现了其在市场失灵解决机制中不可替代的重要地位。     

Beyond Diversity and Inclusion: Creating a Social Justice Agenda in the Classroom

ABSTRACT

A social justice classroom agenda relies on the ability of educators to create a space free from microaggressions that can be strengthened through an approach of cultural humility. Utilizing Bonnycastle’s social justice continuum, this article explores how to create a classroom grounded in social equality and guided by social work values to foster participation from students across all social identities.     

社会公平正义取向下的我国政府公共服务改革探讨

社会管理和公共服务是我国政府职能的重要组成部分,随着经济的发展和改革的深化,强化政府的公共服务职能,探索建立健全与社会主义市场经济体制相适应的公共服务体系,是我国市场化改革进程的必然选择,是推进社会主义和谐社会建设的必然要求。公共服务的社会公平正义是公共服务体制的理性价值追求。我国政府的公共服务改革必须坚持社会公正的价值取向,关键是要加快政府职能转变步伐,强化政府公共服务职能,使为社会提供公共产品和服务真正成为各级政府的核心职能,切实解决好政府在公共服务领域的“越位”、“错位”、“缺位”问题。     

试论胡锦涛对社会公平正义的价值定位

胡锦涛从社会公平正义与社会主义制度、中国特色社会主义建设、中国共产党的性质宗旨、中国共产党人的奋斗目标以及社会主义和谐社会的关系出发,充分肯定了社会公平正义的价值,突出强调了社会公平正义的重要性。     

Social Justice,Character Education,and Sport: A Position Statement

ABSTRACT

In this article, we suggest that character education in sport contexts can promote social justice. After defining key terms, we suggest that rethinking competition and the nature of team relationships is required to build a team culture responsive to concerns for social justice. The character of the team provides a nexus within which to develop individual character, which is elaborated in terms of four types of character: moral, civic, intellectual, and performance character. To promote commitment to social justice, character educators can focus on three elements of moral character: moral reasoning, the circle of moral regard, and moral identity. Within civic character, three themes are elaborated: human dignity, full participation, and accountability. The dimensions of critical thinking, willful ignorance, and prioritizing the marginalized are discussed in relation to intellectual character. Performance character is discussed in relation to an ethic of excellence. Finally, conclusions for character educators are elaborated.     

Steering Legacies: Pedagogy,Literacy, and Social Justice in Schools

This article builds upon more than 6 years of critical research in urban schools in northern California to offer a particular perspective on teaching for social justice. Concerned with prevailing issues in adolescent literacy, this article examines instantiations of literacy instruction in the shadow of the late activist poet June Jordan and with the support of Pulitzer Prize-winning author Alice Walker. It focuses on culturally responsive pedagogy to understand not only their work but also the work of teachers and other educators. Central to the discussion are two kinds of pedagogical innovations, one based on a school-community partnership and the other a district-wide sponsored writing contest. Implications for classroom practice and key lessons useful for teachers interested in similar work are also discussed.

Using Graph Talks to Engage Undergraduates in Conversations Around Social Justice

Abstract

We present a mathematical activity called graph talks as a new pedagogical routine to intertwine social justice issues and mathematics. Adapted from number talks, graph talks involve students analyzing, interpreting, and discussing real-life data represented in graphs. Graphs may be strategically selected to both highlight a relevant social justice issue while also reinforcing the mathematics content of the course. We report on experiences using graph talks in undergraduate mathematics content courses for future teachers in the USA, and provide examples of the undergraduates doing mathematics while analyzing the social justice context of the graphs.