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Education for Social Justice is a statement of the role of
education in promoting social justice. Drawing on research, this
book explains what social justice is, presents the argument that
democracy requires a commitment to social justice, and shows what
action steps need to be taken to ensure social justice is achieved
within education and society more broadly. The text presents
research and concrete examples to examine the social justice issues
facing society today. Some of the social justice topics explored
include: access to higher education, informal education (such as
museums and art galleries) and adequate civic education; racial and
gender discrimination within education; as well as access to
healthcare and the vote, which impact students’ learning. It
explores specific research and action for each of these elements
and, at the end of the book, provides potential paths forward to
improve social justice outcomes. This timely book encourages
readers to consider what we can do to enhance social justice in
education and society. It is important reading for pre-service
teachers, particularly those studying Teaching for Social Justice,
Social Studies Education, as well as Educational Policy and
Politics, as well as for in-service teachers who want to make a
difference.
Education for Social Justice is a statement of the role of
education in promoting social justice. Drawing on research, this
book explains what social justice is, presents the argument that
democracy requires a commitment to social justice, and shows what
action steps need to be taken to ensure social justice is achieved
within education and society more broadly. The text presents
research and concrete examples to examine the social justice issues
facing society today. Some of the social justice topics explored
include: access to higher education, informal education (such as
museums and art galleries) and adequate civic education; racial and
gender discrimination within education; as well as access to
healthcare and the vote, which impact students’ learning. It
explores specific research and action for each of these elements
and, at the end of the book, provides potential paths forward to
improve social justice outcomes. This timely book encourages
readers to consider what we can do to enhance social justice in
education and society. It is important reading for pre-service
teachers, particularly those studying Teaching for Social Justice,
Social Studies Education, as well as Educational Policy and
Politics, as well as for in-service teachers who want to make a
difference.
Reimagining American Education to Serve All Our Children: Why
Should We Educate in a Democracy? examines and reevaluates the
history and purpose of public education in the United States, in
order to provide students of current and future generations with a
robust and fulfilling learning experience. The authors approach
knowledge from a critical perspective, with the intention of
broadening the definition of knowledge and critical thinking,
positioning education as a gateway to life's endless possibilities
and participation in a democratic society. In asking "why should we
educate in a democracy rather than why do we educate in a
democracy," the authors suggest directions that need to be taken to
enhance democracy, social justice, and the positive effects of
education for all. Divided into ten concise chapters, this volume
provides activities and strategies for developing meaning for often
contentious concepts, illustrates concepts, and brings together new
ideas as well as assessment ideas. Greenblatt and Michelli and
their coauthors cover a diverse range of important topics allowing
us to understand education in a democracy, including:
Sociopolitical barriers to knowledge The importance of all
subjects, including the arts, health and physical education Methods
of fostering imaginative thinking The political nature of the
effects of policies on education Reimagining American Education to
Serve All Our Children aims to provide practicing teachers, teacher
educators, graduate education students-and all those interested in
enhancing education, a discussion on the relationship between
education and policy. A topical conversation, this book aids
readers to develop a better understanding of the effects of social
justice on American learners and the effects of education on social
justice and democracy in order to take a position on these critical
issues.
What constitutes a high quality teacher education program and what
standards teacher candidates should meet before receiving their
teaching credential? This volume advances deep understanding of the
nature and sources of policy affecting the preparation of teachers
in the U.S. and the conflicts or interconnections of these policies
with the broader field of education policy. Contributions from
actors in the policy world and experts representing the
stakeholders are balanced and based on issues currently facing the
field. Policy is viewed as evolving and political. The connection
or lack thereof between policy and research is examined. Policy
case studies ground the principles developed within specific
chapters in practice and illustrate that policy questions and
solutions are continually evolving and unsettled. Chapter-end
commentaries by the editors relate the focus of each chapter to the
overarching themes of the book: policy formation, policy
influences, policy paradoxes, and connections to research. This
volume is an essential resource for understanding and resolving
today's uncertainty and confusion over teacher education policy.
Reimagining American Education to Serve All Our Children: Why
Should We Educate in a Democracy? examines and reevaluates the
history and purpose of public education in the United States, in
order to provide students of current and future generations with a
robust and fulfilling learning experience. The authors approach
knowledge from a critical perspective, with the intention of
broadening the definition of knowledge and critical thinking,
positioning education as a gateway to life's endless possibilities
and participation in a democratic society. In asking "why should we
educate in a democracy rather than why do we educate in a
democracy," the authors suggest directions that need to be taken to
enhance democracy, social justice, and the positive effects of
education for all. Divided into ten concise chapters, this volume
provides activities and strategies for developing meaning for often
contentious concepts, illustrates concepts, and brings together new
ideas as well as assessment ideas. Greenblatt and Michelli and
their coauthors cover a diverse range of important topics allowing
us to understand education in a democracy, including:
Sociopolitical barriers to knowledge The importance of all
subjects, including the arts, health and physical education Methods
of fostering imaginative thinking The political nature of the
effects of policies on education Reimagining American Education to
Serve All Our Children aims to provide practicing teachers, teacher
educators, graduate education students-and all those interested in
enhancing education, a discussion on the relationship between
education and policy. A topical conversation, this book aids
readers to develop a better understanding of the effects of social
justice on American learners and the effects of education on social
justice and democracy in order to take a position on these critical
issues.
Given the need for international understanding in the form of cross
cultural apyitude, geography, foreign language and renewed
tolerance for difference, argues that education needs to focus on
social and cultural studies, not minimise them, if students are to
be part of a truly informed society.
Democracy, social justice, and the development of well rounded
individuals...these are among the historic purposes of public
education. But what is becoming of these goals as federal- and
state-mandated policies direct the curriculum more and more towards
what is most easily measured in high-stakes testing? The
contributors to this timely and informative collection aim to
provide a deeper understanding of the meaning of education for
democracy and social justice and to connect educators with a common
vision for the schools and for teacher education.
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