scholarly journals Visual Arts as a Lever for Social Justice Education: Labor Studies in the High School Art Curriculum

2010 ◽  
Vol 6 (1) ◽  
Author(s):  
Adrienne Andi Sosin ◽  
Elsa Bekkala ◽  
Miriam Pepper-Sanello
Keyword(s):  
High School ◽  
Social Justice ◽  
Visual Arts ◽  
Social Justice Education ◽  
Art Curriculum ◽  
Labor Studies ◽  
High School Art

scholarly journals Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School

2017 ◽  
Vol 9 (2) ◽  
pp. 112-131 ◽  
Author(s):  
Grace S. Kim ◽  
Vali D. Kahn ◽  
John Tawa ◽  
Karen L. Suyemoto
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
High School Teachers ◽  
Social Justice Education ◽  
Group Processes ◽  
Ripple Effect ◽  
School Students ◽  
Social Inequities ◽  
School Youth

Social justice education aims to develop critical thinking about social inequities and social responsibility to increase civic engagement in high school youth. While high schools increasingly recognize the importance of social justice education, teachers are often initially under-prepared to teach this material, particularly about managing challenging emotions, and working with a group- processes as students work with social justice content and process. Psychologists are often asked to be diversity consultants or instructors, creating opportunities to contribute to social justice education. Drawing from implementation science, this paper describes a model of collaboration between university-based psychologists and high-school educators in providing a social justice course to high school students. Our education model enabled a multi-layered collaborative network that maximized the contributions of collaborators (i.e., Students, High School Teachers, Consultants, and Mentor) and enabled sustainability within the high school.

Social Justice Education in a Diverse Classroom: Examining High School Discussions about Race, Power, and Privilege

2015 ◽  
Vol 48 (4) ◽  
pp. 549-570 ◽  
Author(s):  
Anjalé D. Welton ◽  
Tiffany Octavia Harris ◽  
Priya G. La Londe ◽  
Rachel T. Moyer
Keyword(s):  
High School ◽  
Social Justice ◽  
Social Justice Education ◽  
Diverse Classroom

Critical Consciousness in High School Outdoor Experiential Environmental Education

2022 ◽  
pp. 105382592110688
Author(s):  
Spirit D. Brooks ◽  
Steven M. Braun ◽  
Dan Prince
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
Staff Training ◽  
Peer Mentoring ◽  
Critical Consciousness ◽  
Social Justice Education ◽  
Peer Mentors ◽  
School Students ◽  
School Settings

Background: Research highlights how high school near-peer mentors (HSNPMs) in outdoor school settings enhance younger students’ programing experiences. Through this engagement, HSNPMs’ critical consciousness (CC) of equity in outdoor and experiential education (OEEE) expands. Purpose: This article explores how HSNPMs develop CC of environmental and social justice in OEEE. Methodology/Approach: We used critical ethnography to understand how near-peer mentoring programing associated with equity, diversity, access, and inclusion (EDAI) develop CC, in OEEE. Findings/Conclusion: Intentionally developed training and curricula rooted in social justice education facilitate CC development. This training includes staff's facilitation of equity discussions and support of high school students’ EDAI-related awareness, skills, and behaviors. Implications/Recommendations: HSNPMs contribute to EDAI in OEEE programs. We recommend including HSNPMs in staff training, program improvements, and planning activities.

scholarly journals The Exploration of Arnheim‘s Theory of Visual Perception in the Field of Art Appreciation and Review in Junior High School

2020 ◽  
Vol 9 (2) ◽  
pp. 139
Author(s):  
Hui Bai
Keyword(s):  
High School ◽  
Visual Perception ◽  
Junior High School ◽  
Junior High ◽  
Art Appreciation ◽  
Art Curriculum ◽  
Perception Theory ◽  
Human Thinking ◽  
Gestalt Psychologist ◽  
High School Art

Rudolf Arnheim (German Rudolf Arnheim, 1904-2007) is a famous Gestalt psychologist and aesthetician in the history of western aesthetics. His research on the theory of visual perception plays an important role in exploring human thinking activities. Arnheim’s theory of visual perception and related research in the field of art education can provide professional and detailed theoretical support for the teaching of art curriculum appreciation and review in middle school. Through the analysis and exploration of Arnheim’s visual perception theory, this paper attempts to apply his visual perception theory to the learning field of junior high school art curriculum appreciation review. Teachers can make use of Arnheim’s relevant research results to make students understand and master art language more easily, and make full use of art language knowledge for art appreciation.

Conversations Worth Having: Linking Social Justice Education to the Co-Curricular

2014 ◽  
Author(s):  
Michele Ribeiro ◽  
Teresita Alvarez-Cortez ◽  
Christopher Hughbanks ◽  
Eric Alexander
Keyword(s):  
Social Justice ◽  
Social Justice Education
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