scholarly journals Work in Progress: Science and Engineering for Social Justice: Curriculum Development and Student Impact

2020 ◽  
Author(s):  
Camille Birch ◽  
Celina Gunnarsson ◽  
Dianne Hendricks
Keyword(s):  
Social Justice ◽  
Curriculum Development ◽  
Science And Engineering ◽  
Work In Progress ◽  
Student Impact ◽  
Social Justice Curriculum

scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

Redefining Supervision: A Joint Inquiry Into Preparing School-Based Leaders to Supervise for Equity

2019 ◽  
Vol 15 (4) ◽  
pp. 330-355
Author(s):  
Rachel Garver ◽  
Tanya Maloney
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Curriculum Development ◽  
Iterative Process ◽  
Leadership Programs ◽  
Lesson Design ◽  
Student Work ◽  
Program Coordinators ◽  
School Based ◽  
Pedagogical Discussion

This article documents two professors’ inquiry into a lesson on supervising for equity in a supervisor preparation course. Through an iterative process of lesson design, lesson implementation, analysis of student work, and pedagogical discussion, we refine the lesson. Our study sheds light on the potential challenges of preparing supervisors to promote equity, offers pedagogical insights to leadership programs invested in instilling a commitment to social justice, and reflects the promise of collaborative faculty inquiry for curriculum development. The study contains implications for educational leadership faculty and program coordinators as well as facilitators of professional development for school leaders.

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