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.     

Race is nowhere and race is everywhere: narratives from black and white South African university students in post‐apartheid South Africa

This paper examines the life history narratives of a group of 12 black and white male and female undergraduate students at a historically white Afrikaans medium university, now undergoing its own transformation in post‐apartheid South Africa. Conceptualizations of identity and discourse across four elements of context, setting, situated activity and self are employed to examine their accounts. Three framing discourses, comprising the official storyline of a rainbow nation and new higher education policies, the formal storyline of institutional change, and the informal space of relationships and interactions are used to analyse student narratives in terms of how they produce, reproduce and transform race and identity. What emerges is a complicated picture in which identities cannot be simply read off either from the official discourse or from colour and culture as the levels of discourse articulate and collide with a history of racial separateness and context and setting, with particular identity effects.

What varieties of men and women now prevail in this society and in this period? And what varieties are coming to prevail? In what ways are they selected and formed, liberated and repressed, made sensitive and blunted? (Mills, 1959 Mills CW (1959) The sociological imagination (London, Oxford University Press) [Crossref] [Google Scholar], p. 7)     

Can students within higher education learn to be resilient and,educationally speaking,does it matter?

This paper presents a critical appraisal of resilience and its associated concepts within the context of higher education. It addresses wide‐ranging definitions of resilience, encompassing endurance and adaptability, and seeks to understand how these definitions impact on the learning experiences of students. As theoretical and empirical work on resilience has burgeoned in terms of adolescent experiences of education, the rise of interest has not been matched by that in studies of adult learning, particularly within university settings. This is despite the growing importance of retention studies, which have clear and important links to how well students manage their learning ability in adversity. Realization of the potential embodied in this concept to alter for the better, together with ways of conceptualizing learning and teaching, however, will remain constrained unless teachers within higher education pay attention to the resilience narratives that individual students present, and how teaching strategies can affect their learning trajectories. The paper examines some factors that impact on students’ learning within higher education, and theorizes how teaching and assessment may be adapted to promote resilience in all its forms.     

Methods of analysis and overall mathematics teaching quality in at-risk prekindergarten classrooms

Research Findings: This study analyzed the quality of teacher–child interactions across 10 videotaped observations drawn from 5 different prekindergarten classrooms delivering the same mathematics curriculum: MyTeachingPartner–Math. Interactions were coded using 2 observational measures: (a) a general measure, the Classroom Assessment Scoring System (CLASS); and (b) a math-specific measure, the Classroom Observation of Early Mathematics–Environment and Teaching (COEMET). Practice or Policy: High correlations were found between the 2 measures, suggesting that the CLASS may serve as a sufficient metric to determine the quality of mathematics instruction in prekindergarten, though the COEMET may provide finer grained detail about teachers’ practice. Results indicate that the quality of mathematics instruction provided by teachers generally fell in the low- to medium-quality range and did not differ significantly across curriculum-related contextual factors.     

How do tutors use data to support their students?

ABSTRACT

Despite widespread enthusiasm, evidence of the effectiveness of learning analytics remains mixed. One possible explanation for this is that insufficient attention has been paid to the contexts in which it is introduced. We report here on a small-scale study into the prior use of data and communications technologies by tutors, who comprise a key user group in The Open University’s tuition model. Tutors interviewed reported using a complex set of data sources and information tools, and creating local/personal tools and methods for keeping track of students and their interactions with them.     

Putting the Case for the Case Study

This paper sets out to review the on-going case study debate. We do not aim to enter the qualitative/quantitative discussion, nor do we suggest that the case study is the ultimate or only form of research. We suggest that case studies should be used in conjunction with other forms of research. What is important is that the techniques selected are appropriate for any proposed research undertaking so that quantitative and qualitative strategies can meaningfully co-exist within the same research project.

We do, however, suggest that in certain sectors the case study approach is misunderstood and under-utilized. The focus of the paper is an objective discussion of a number of issues which have been raised about the case study strategy. The discussion does not assume that there is ‘one type’ of case study, rather it refers to the multitude of case study approaches which can be classified under the case study label.

In addition to a review of the case study debate and some research strategies associated with the approach, the paper discusses a number of pertinent issues which continue to generate much debate. The issues of procedure, a multi-method strategy, objectivity, generalizability and presentation are reviewed in relation to case study research.

The case study approach has weaknesses, and its share of critics, but has become an established and respected form of research. Issues involved in case study research still need to be considered as it becomes more accepted as a viable and insightful form of research.     

Failures and possibilities of epistemic justice,with some implications for higher education

ABSTRACT

This papers draws on the compelling example of a political movement in South Africa in the 1960s and 1970s to explore both how epistemic justice conditions of possibility and of failure play out in practice. It provides a springboard to understand how and why failures of epistemic justice matter tremendously for democratic and inclusive lives and how the historical example can point us in the direction of higher education as a space for Amartya Sen’s redressable injustices if underpinned by Miranda’s Fricker’s core capability of epistemic contribution being available pedagogically to all. The paper engages with ideas, practices and actions fostered by Black Consciousness against apartheid as both a hermeneutical and a testimonial injustice in South Africa, with both having a relational structure of giving and receiving, as Fricker argues and as Jose Medina elaborates by extending the structure to include the communicative and participatory. The paper then shows the importance of these conceptual frames to transformative higher education practices and how such practices might contribute to more epistemic justice in higher education.     

Identification and reporting of child maltreatment by Head Start personnel: attitudes and experiences

A two-part questionnaire was administered to 143 Head Start personnel in order to determine how personal characteristics of the Head Start workers and the characteristics of the families they serve, affect the identification and reporting of child maltreatment. Of additional interest was whether some forms of maltreatment, once identified, would be more likely to be reported than other forms of maltreatment. The results support the efficacy of educational programs in child maltreatment for increasing the identification and reporting of maltreatment by workers. They also indicate that there are complex interactions between certain characteristics of the reporter (e.g., educational level) and prior training in maltreatment identification. Finally, neglect, although more frequently identified by the workers, appears to be least likely of all forms of maltreatment to be reported to official sources. Results are discussed in light of their implications for future research and practical application.     

Emerging Principalship Collaborative Style: Towards Research in Mentoring

An earlier exploratory study (Chong, 1991) suggest that a collaborative style of principalship is expected to emerge from the mentoring process. This paper highlights aspects of the environment of school management in Singapore which are beginning to support this emerging style that future principals are learning to adopt. It also identifies some possible areas for further research. Implications for policy and management are discussed. Mentoring episodes in Singapore could provide a unique opportunity for research that explicate a theory of morphogenesis.