Social justice, evaluation, and the educational system

1990 ◽  
Vol 1990 (45) ◽  
pp. 5-21 ◽  
Author(s):  
David P. Ericson
Keyword(s):  
Social Justice ◽  
Educational System ◽  
Justice Evaluation

scholarly journals Politics of citizenship during the COVID-19 pandemic: what can educators do?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Adeela Arshad-Ayaz ◽  
M. Ayaz Naseem
Keyword(s):  
Public Health ◽  
Social Justice ◽  
Educational System ◽  
Citizenship Education ◽  
Environmental Stewardship ◽  
Death Rates ◽  
New Normal ◽  
The Public ◽  
The Social ◽  
Fault Lines

AbstractAs a once in a 100 years emergency, the COVID-19 pandemic has resulted in repercussions for the economy, the polity, and the social. Also, the ongoing pandemic is as much a teaching moment as it to reflect on the lack of critical citizenship education. The fault lines of the health system have become visible in terms of infection and death rates; the fault lines of the educational system are now apparent in the behavior of the citizens who are flouting the public health guidelines and, in certain cases, actively opposing these guidelines. The main objective of this commentary is to initiate a dialogue on the social contract between the state and the subjects and to see how education and educators can respond to the challenge of the new normal. It is contended that education under the new normal cannot afford to keep educating for unbridled productivity education under the new normal. It must have welfare, human connections, ethical relationships, environmental stewardship, and social justice front and center.

scholarly journals Critical agency in the post-apartheid education system

2015 ◽  
Author(s):  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Critical Thinking ◽  
South African ◽  
Educational System ◽  
Education System ◽  
The South ◽  
African Education ◽  
South African Education

This paper looks at critical agency in the South African education system. There has been a consistent linking of critical thinking with critical agency under apartheid, and that this was constructed by a ‘critical struggle’ (Touraine, 1985) against apartheid domination. However, this changed significantly in the post-apartheid moment, where compliance with the newly elected government is emphasised, and could be viewed in terms of ‘positive struggles’ (Touraine, 1986). These, however, limit critical agency in the post-apartheid formation. There is, nonetheless, evidence of critical agency being enacted in the post-apartheid education system. The importance of highlighting those forms of critical agency is crucial in order to enhance social justice in the post-apartheid educational system and society. This paper also links critical agency in the post-apartheid situation with the postcolonial and postmodern conditions because such conditions affect the possibilities of critical agency not only in South Africa but more generally.

LatCrit Theory as a Framework for Social Justice Evaluation: Considerations for Evaluation and Evaluators

2020 ◽  
Vol 2020 (166) ◽  
pp. 65-75
Author(s):  
Andrea D. Guajardo ◽  
Grisel M. Robles‐Schrader ◽  
Lisa Aponte‐Soto ◽  
Leah C. Neubauer
Keyword(s):  
Social Justice ◽  
Latcrit Theory ◽  
Justice Evaluation

Equality work in teacher education in Finland

2017 ◽  
Vol 16 (5) ◽  
pp. 539-552
Author(s):  
Kristiina Brunila ◽  
Arto Kallioniemi
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Student Teachers ◽  
Gender Equality ◽  
Women's Studies ◽  
Educational System ◽  
Women’S Studies

Equality work is often conducted as education and teaching, and both are an intrinsic part of equality work. In this article, we focus on equality work and challenging heteronormativity by contextualising our focus both on the educational system as a whole but especially on teacher education. The promotion of equality in teacher education began in Finland in the 1980s with nationwide experimental projects, and Finnish universities undertook active efforts to promote equality in the 1990s as a result of the strengthening of women’s studies and discussions on gender equality. We show what kind of persistent problems promoting equality and challenging heteronormativity in education in Finland faces, but we also indicate how it is possible to promote equality and challenge heteronormativity by focusing on teacher education. This article is based on student teachers’ essays (N = 51) written as a part of their study in a course on social justice. The essays were analysed based on a discursive reading of the data.

scholarly journals EDUCATIONAL STANDPOINTS AND CONSIDERATIONS FOR THE GREEK SOCIALIST’S PLATO DRAKOULIS WORK (1858-1942): THE SCHEMATIZATION OF FEMALE EDUCATION

2012 ◽  
Vol 45 (1) ◽  
pp. 19-26
Author(s):  
Evangelia Kalerante
Keyword(s):  
Economic Development ◽  
Social Justice ◽  
Educational Policy ◽  
Educational System ◽  
Compulsory Education ◽  
Policy Formulation ◽  
Political Freedom ◽  
Social Progress ◽  
Female Education

In the present study, the socialists’ impact upon the educational policy formulation on female education is being studied. The Greek socialist P. Drakoulis’ standpoints are hereby examined as a Case Study. The dynamics of standpoints on female education shifting from England to Greece as well as the gradual formulation of educational standpoints within socialist societies and how these standpoints have been tied to broader issues on social progress and economic development are being presented. Thus, the traditional conservative Greek educational system is contradicted and gradually substituted by modern and progressive elements of educational consideration. Women’s rights in education are also interpreted in terms of political freedom. Social progress is, therefore, closely associated to female emancipation. According to Drakoulis, the connection of democracy, humanism and socialism is conducive to an overall respect for the human being. A fair society would therefore be the outcome of universal compulsory education targeting all social strata and which could be achieved through a combination of “instrumental knowledge”, morality and humanism on the basis of social justice and a socialist transformation of society. That era’s archives as well as corresponding scarce bibliography of that period (1870-1915) have been studied in order to approach the ideological and political framework of the Greek policy formulation. Key words: economy, educational policy, female education, ideology, socialism.

Funds of Knowledge, Community Cultural Wealth, and the Forms of Capital: Strengths, Tensions, and Practical Considerations

2021 ◽  
pp. 004208592110165
Author(s):  
Cecilia Rios-Aguilar ◽  
Rebecca Colina Neri
Keyword(s):  
Urban Education ◽  
Social Justice ◽  
Educational System ◽  
Funds Of Knowledge ◽  
Community Cultural Wealth ◽  
Cultural Wealth ◽  
Knowledge Community ◽  
Educational Praxis

Funds of Knowledge (FK), Community Cultural Wealth (CCW), and Bourdieu’s analysis of capital (BAC) have each been applied in powerful ways to address complex issues of urban education; however, the overlaps and tensions between them have been largely underexplored. When brought together, these three economic metaphors—funds, wealth, capital—surface divergences and tensions that foreground questions of educational praxis and social justice. We argue the quest for social justice requires an approach that both validates and substantively utilizes learners’ FK and CCW and critically grapples with the pervasive logic of capital that has been impressed in the fabric of our educational system.

Teaching critical thinking as a vehicle for personal and social transformation

2018 ◽  
Vol 100 (1) ◽  
pp. 32-49 ◽  
Author(s):  
Raz Shpeizer
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Critical Thinking ◽  
20Th Century ◽  
Educational System ◽  
Social Transformation ◽  
Social Dimensions ◽  
Latent Form ◽  
The Ideal ◽  
Critical Thinking Pedagogy

During the second half of the 20th century, a new pedagogical movement emerged, which centered around the concept of critical thinking. While the movement soon became a significant player in the pedagogical field, its proponents continued to develop the theoretical and practical aspects of critical thinking, aiming to transform it into a full-fledged pedagogical ideal. However, at least two major issues have remained unresolved in critical thinking pedagogy. The first is the desired nature of the relation between the cognitive, moral, and social dimensions of critical thinking. The second involves the grave difficulties, many times accompanied by lack of success, encountered by teachers and educators who wish to promote critical thinking education. Therefore, in this paper, I examine the evolution of the ideal of critical thinking, arguing that from the outset it has contained—even if only in latent form—ethical, moral, and social elements, and thus these elements need to be explicitly integrated into the ideal. I then demonstrate the implementation of this broadened ideal of critical thinking in teacher education and offer a further expansion of the ideal, which strengthens its relationship to the notion of social justice, while, at the same time, suggests a way of improving the implementation of critical thinking education in the overall educational system.

Creative Empathy

2022 ◽  
pp. 124-154
Author(s):  
William C. Clark III ◽  
Matt O'Nesti ◽  
Pam Epler
Keyword(s):  
Social Justice ◽  
Instructional Strategies ◽  
Educational System ◽  
Young Men ◽  
Intervention Strategies ◽  
University Of Michigan ◽  
Exceptional Children ◽  
Successful Intervention ◽  
The University

This chapter is designed to inform and educate the reader about the trials and tribulations of two young men with disabilities. Their journey through the K–16 educational system is discussed, as are their triumphs and struggles as they learn to survive in a nondisabled world. The chapter relates the two men's scenarios to the theory of social justice as well as breaks down the most common myths and misconceptions about people with exceptionalities. The chapter concludes by conveying instructional strategies developed by the University of Michigan School of Education's Teaching Works and the University of Florida's CEEDAR Center and the Council for Exceptional Children that can be used by any teacher to get to know their students well and develop successful intervention strategies.

Motive for Social Justice and Students Activism at University Level

2018 ◽  
Vol 5 (3) ◽  
pp. 172-184
Author(s):  
Eleonora Serafimovska ◽  
Marijana Markovikj
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Educational System ◽  
Student Activism ◽  
Student Organizations ◽  
Well Being ◽  
Student Organization ◽  
Justice Motive ◽  
University Level ◽  
Rights And Interests

Abstract Student organizations exist to protect the rights and interests of their members. Therefore, if they are organized into representative student governments, students can be a very influential agent who shapes the policy of higher education, and build themselves as democratic force in the society. The purpose of this study conducted by Institute for Sociological, Political and Juridical Research (ISPJR), Skopje was to consider student activism at university level in light of social justice motive. The data show that components of social justice motive influence the activism in Student Organization but also certainly proved that educational system of the country has serious omissions and errors in developing responsible and active youth and the country has to invest in its students because good student organization, in addition to exercising rights, freedoms and needs, and engaging in improving students’ standard and their well-being, means investing in an active, efficient, motivated and democratic youth.

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