Social Studies for Social Justice

Teaching Strategies for the Elementary Classroom

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Author: Rahima C. Wade

Publisher: N.A

ISBN: 9780807747629

Category: Education

Page: 124

View: 2738

Dedication to social justice teaching is important, yet putting one's ideals into practice in American schools is a challenging task. This book goes beyond theory and idealism to fully explore the value and impact of implementing social action and social justice activities in the elementary school classroom. Informed by the experiences of more than forty teachers across the country, this thoughtful resource: (1) examines how elementary teachers, from inner cities to rural towns, use the social studies curriculum to teach about and for social justice; (2) focuses on how teaching social studies for social justice relates to standardized testing, state curricula, and the local challenges teachers face; (3) offers classroom activities and "Reflection Exercises" and "Teaching Ideas" to provide teachers with practical applications for the topics discussed; and (4) includes a list of children's literature books, curriculum materials, and websites.

Preparing to Teach Social Studies for Social Justice

Becoming a Renegade

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Author: Ruchi Agarwal-Rangnath,Alison G. Dover,Nick Henning

Publisher: Teachers College Press

ISBN: 0807757667

Category: Education

Page: 160

View: 4738

This practical book shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students' literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-to-classroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. The first section of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). The second section analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. The final section demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice. This book: offers advice from experienced educators who have learned to successfully navigate the constraints of high-stakes testing and standards-based mandates; shares and analyzes curricular and pedagogical approaches to teaching the Common Core; and examines a range of philosophical and political stances that teachers might take as they navigate the unique demands of teaching for social justice in their own context.

Social Studies, Literacy, and Social Justice in the Common Core Classroom

A Guide for Teachers

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Author: Ruchi Agarwal-Rangnath

Publisher: Teachers College Press

ISBN: 0807771589

Category: Education

Page: 151

View: 2849

Inspired by the author’s research and work with preservice and beginning teachers, this book presents a unique framework to help educators (grades 3–8) embed their efforts to teach social studies for social justice within the context of literacy. It is a resource for using primary and other sources to offer students new ways of thinking about history while meeting Language Arts Common Core Standards demands for information text and critical thinking. Grounded in the daily realities of today’s public schools, the framework offers a way of planning that takes into account teaching factors that include pressures for content coverage, preparing students for high-stakes tests, and the low importance placed by many districts on including social studies in the curriculum. Each chapter explains how teachers can restructure, reshape, and work with mandated curriculum materials to teach from a critical perspective. The book also discusses how to meet Common Core Standards by teaching language arts and social studies as complementary subjects. Book Features: Sample lessons. Text boxes indicating connections to Common Core Standards. Reflection exercises that help further extend concepts and understandings into classroom practice. Ruchi Agarwal-Rangnathis an adjunct professor in Elementary Education at San Francisco State University, and vice president of the National Association of Multicultural Education, California Chapter (NAME-CA). As an educational consultant she works with schools to develop and enrich their mission of teaching toward equity and social justice. “If you are a teacher, or preparing to become a teacher, this is a book you will want to keep so that you can refer back to it again and again. If you are a teacher educator, this is a book that will help you connect demands on teachers today with a compelling vision of academically rich, student-centered, social justice teaching. In either case, you are in for a treat.” —From the Foreword byChristine Sleeter, professor emeritus, California State University Monterey Bay “This is an important contribution for pre-service teachers and those in districts who are willing to think deeply about how to build content knowledge in an integrated fashion by combining social studies and language arts. Much more attention to social studies from the perspective of social justice is needed!” —Donna Ogle, professor emeritus, National-Louis University

Geography and Social Justice in the Classroom

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Author: Todd W. Kenreich

Publisher: Routledge

ISBN: 0415807026

Category: Education

Page: 174

View: 6708

The rise of critical discourses in the discipline of geography has opened up new avenues for social justice. Geography and Social Justice in the Classroombrings together contemporary research in geography and fresh thinking about geography’s place in the social studies curriculum. The book’s main purposes are to introduce teachers and teacher educators to new research in geography, and to provide theoretical and practical examples of geography in the curriculum. The book begins with the premise that power and inequality often have spatial landscapes. With the tools and concepts of geography, students can develop a critical geographic literacy to explore the spatial expressions of power in their lives, communities, and the wider world. The first half of the book introduces new research in the field of geography on diverse topics including the social construction of maps as instruments of power and authority. The second half of the book turns the readers’ attention to geography in the P-12 classroom, and it highlights how geography can enable teachers and students to explore issues of power and social justice in the classroom. Through critical geographic literacy, educators can boldly position themselves and their students as advocates for a more just world.

Learning to Teach for Social Justice

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Author: Linda Darling-Hammond,Jennifer C. French,Silvia Paloma Garcia-Lopez

Publisher: N.A

ISBN: 9780807742082

Category: Education

Page: 224

View: 3780

In this book, a group of student teachers share their candid questions, concerns, dilemmas, and lessons learned about how to teach for social justice and social change. This text provides powerful examples of how they integrated diversity within a teacher education program--an excellent model for educators who are seeking ways to transform their teacher education programs to better prepare teachers to work effectively in multicultural classrooms.

History as Image, Image as History

Contemporary Art and Social Studies Education

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Author: Dipti Desai,Jessica Hamlin,Rachel Mattson

Publisher: Routledge

ISBN: 1135203792

Category: Art

Page: 288

View: 909

History as Art, Art as History pioneers methods for using contemporary works of art in the social studies and art classroom to enhance an understanding of visual culture and history. The fully-illustrated interdisciplinary teaching toolkit provides an invaluable pedagogical resource—complete with theoretical background and practical suggestions for teaching U.S. history topics through close readings of both primary sources and provocative works of contemporary art. History as Art, Art as History is an experientially grounded, practically minded pedagogical investigation meant to push teachers and students to think critically without sacrificing their ability to succeed in a standards-driven educational climate. Amid the educational debate surrounding rigid, unimaginative tests, classroom scripts, and bureaucratic mandates, this innovative book insists on an alternate set of educational priorities that promotes engagement with creative and critical thinking. Features include: A thought-provoking series of framing essays and interviews with contemporary artists address the pivotal questions that arise when one attempts to think about history and contemporary visual art together. An 8-page, full color insert of contemporary art, plus over 50 black and white illustrations throughout. A Teaching Toolkit covering major themes in U.S. history provides an archive of suggested primary documents, plus discussion suggestions and activities for putting theory into practice. Teaching activities keyed to the social studies and art curricula and teaching standards Resources include annotated bibliographies for further study and lists of arts and media organizations. This sophisticated yet accessible textbook is a must-read resource for any teacher looking to draw upon visual and historical texts in their teaching and to develop innovative curriculum and meaningful student engagement.

Social Studies for Secondary Schools

Teaching to Learn, Learning to Teach

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Author: Alan J. Singer

Publisher: Routledge

ISBN: 1135041202

Category: Education

Page: 281

View: 1496

Now in its 4th edition, this popular text for secondary social studies methods courses integrates discussions of educational goals and the nature of history and social studies with ideas for organizing social studies curricula, units, lessons, projects, and activities. A major theme throughout is that what teachers choose to teach and the way they teach reflect their broader understanding of society, history, and the purpose of social studies education. Advocating an inquiry and activity-based view of social studies teaching that respects the points of view of students and teachers, and based in practice and experience, it offers systematic support and open, honest advice for new teachers. Each chapter addresses a broad question about social studies education; sub-chapters begin with narrower questions that direct attention to specific educational issues. Lesson ideas and materials in the book and online are especially designed to help new teachers to address common core learning standards, to work in inclusive settings, and to promote literacy and the use of technology in social studies classrooms. Chapters include highlighted Learning Activities, Teaching Activities, nd Classroom Activities designed to provoke discussion and illustrate different approaches to teaching social studies, and conclude with recommendations for further reading and links to on-line essays about related social studies topics. Activities are followed by four categories: "Think it over," "Add your voice to the discussion," "Try it yourself," and "It’s your classroom." All of these are supported with online teaching material. Designed for undergraduate and graduate pre-service social studies methods courses, this text is also useful for in-service training programs, as a reference for new social studies teachers, and as a resource for experienced social studies educators who are engaged in rethinking their teaching practice. New in the Fourth Edition Provides a number of new lesson ideas paired with online lesson plans and activity sheets in every chapter Takes a new focus on data-driven, standards-based instruction, especially in relation to the common core curriculum Addresses the interactive nature of learning in updated technology sections Reflects current trends in history education Includes more of what the author has learned from working teachers Offers a wealth of additional on-line material linked to the text

Counseling for Social Justice

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Author: Courtland C. Lee

Publisher: John Wiley & Sons

ISBN: 1119535166

Category: Education

Page: N.A

View: 4538

Thought leaders examine social justice counseling from a global perspective in the latest edition of this pioneering book. Part 1 examines the historical and contemporary context of social justice counseling. Part 2 presents ideas for promoting social justice and challenging oppression and marginalization with individual clients and communities. Topics in this section include perspectives on peace, violence, and conflict; recommendations for global initiatives in school counseling; advocacy for decent work; promoting gender equity; fighting racism; and implementing social action strategies with LGBTQ+ communities, older people, people with disabilities, and undocumented immigrants. Part 3 contains chapters on the role of neuroscience in advancing social justice and infusing social justice perspectives in ethics, research, and counselor training. “This third edition could not come at a better time given the current national and global political climates. Lee and his colleagues raise the bar, challenging counselors to move from simply understanding social injustice to engaging in actions that improve systemic inequities. The magnitude of this charge cannot be ignored. This text should be mandatory in every counselor education program in the United States and across the globe; the time is now. Counselors must take the lead by leaning in and changing the world one person at a time, one community at a time, and one nation at a time.” —Colleen R. Logan, PhD, Fielding Graduate University “Courtland Lee continues to be a leader in helping to advance social justice in the counseling profession. This book builds on previous editions by offering new and emerging strategies for implementing social justice with clients and communities. It pushes the limits of what is possible when counselors incorporate social justice into their practice.” —Manivong J. Ratts, PhD, Seattle University “This text provides crucial information on how counselors can engage in social justice work throughout their practice, research, and advocacy activities to not only become effective change agents but also transform how we see ourselves and the world.” —Anneliese A. Singh, PhD, University of Georgia *Requests for digital versions from the ACA can be found on wiley.com. *To request print copies, please visit the ACA website here. *Reproduction requests for material from books published by ACA should be directed to [email protected]

Engineering Education for Social Justice

Critical Explorations and Opportunities

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Author: Juan Lucena

Publisher: Springer Science & Business Media

ISBN: 9400763506

Category: Philosophy

Page: 290

View: 7018

Hoping to help transform engineering into a more socially just field of practice, this book offers various perspectives and strategies while highlighting key concepts and themes that help readers understand the complex relationship between engineering education and social justice. This volume tackles topics and scopes ranging from the role of Buddhism in socially just engineering to the blinding effects of ideologies in engineering to case studies on the implications of engineered systems for social justice. This book aims to serve as a framework for interventions or strategies to make social justice more visible in engineering education and enhance scholarship in the emerging field of Engineering and Social Justice (ESJ). This creates a ‘toolbox’ for engineering educators and students to make social justice a central theme in engineering education. ​

Case Studies on Diversity and Social Justice Education

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Author: Paul C. Gorski,Seema G. Pothini

Publisher: Routledge

ISBN: 135114250X

Category: Education

Page: 152

View: 9289

Case Studies on Diversity and Social Justice Education offers pre- and in-service educators an opportunity to analyze and reflect upon a variety of realistic case studies related to educational equity and social justice. The accessibly written cases allow educators to practice the process of considering a range of contextual factors, checking their own biases, and making immediate- and longer-term decisions about how to create and sustain equitable learning environments for all students. This revised edition adds ten new cases to offer greater coverage of elementary education, as well as topics such as body-shaming, Black Lives Matter, and transgender oppression. Existing cases have been updated to reflect new societal contexts, and streamlined for ease-of-use. The book begins with a seven-point process for examining case studies. Largely lacking from existing case study collections, this framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve challenges related to diversity and equity in schools. The cases themselves present everyday examples of the ways in which racism, sexism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom issues that are relevant to all grade levels and content areas, allowing significant flexibility in how and with whom they are used. Although organized topically, the intersections of these issues are stressed throughout the cases, reflecting the complexities of real-life scenarios. All cases conclude with a series of questions to guide discussion and a section of facilitator notes, called ‘Points for Consideration.’ This unique feature provides valuable insight for understanding the complexities of each case.

Handbook of Social Justice in Education

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Author: William Ayers,Therese M. Quinn,David Stovall

Publisher: Routledge

ISBN: 113559614X

Category: Education

Page: 792

View: 5461

The Handbook of Social Justice in Education, a comprehensive and up-to-date review of the field, addresses, from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice. Each of the nine sections explores a primary theme of social justice and education: Historical and Theoretical Perspectives International Perspectives on Social Justice in Education Race and Ethnicity, Language and Identity: Seeking Social Justice in Education Gender, Sexuality and Social Justice in Education Bodies, Disability and the Fight for Social Justice in Education Youth and Social Justice in Education Globalization: Local and World Issues in Education The Politics of Social Justice Meets Practice: Teacher Education and School Change Classrooms, Pedagogy, and Practicing Justice. Timely and essential, this is a must-have volume for researchers, professionals, and students across the fields of educational foundations, multicultural/diversity education, educational policy, and curriculum and instruction.

Career Guidance for Social Justice

Contesting Neoliberalism

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Author: Tristram Hooley,Ronald Sultana,Rie Thomsen

Publisher: Routledge

ISBN: 1351616285

Category: Education

Page: 276

View: 792

This edited collection examines the intersections between career guidance, social justice and neo-liberalism. Contributors offer an original and global discussion of the role of career guidance in the struggle for social justice and evaluate the field from a diverse range of theoretical positions. Through a series of chapters that positions career guidance within a neoliberal context and presents theories to inform an emancipatory direction for the field, this book raises questions, offers resources and provides some glimpses of an alternative future for work. Drawing on education, sociology, and political science, this book addresses the theoretical basis of career guidance’s involvement in social justice as well as the methodological consequences in relation to career guidance research.

Leadership for Social Justice

Promoting Equity and Excellence Through Inquiry and Reflective Practice

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Author: Anthony H. Normore

Publisher: IAP

ISBN: 1607529025

Category: Social Science

Page: 329

View: 9380

The purpose of this book series is to promote research on educational leadership for social justice. Specifically, we seek edited volumes, textbooks, and full!length studies focused on research that explores the ways educational leadership preparation and practice can be a means of addressing equity concerns throughout P20 education. Within this book Leadership for Social Justice: Promoting Equity and Excellence Through Inquiry and Reflective Practice the contributors provide a variety of rich perspectives to the social justice phenomenon from the lens of empirical, historical, narrative, and conceptual designs. These designs reiterate the importance of bridging theory and practice while simultaneously producing significant research and scholarship in the field. Collectively, the authors seek to give voice to empowering, social justicefocused research—an area that continues to garner much interest in the areas of educational leadership research, teaching, and learning. In conjunction with the “theme” of this issue, the chapters offer research from an American perspective and offer suggestions, and implications for the field of educational leadership on both a national and international level. The collection contributes to research, theory and practice in educational and community settings.

Social Scientists for Social Justice

Making the Case against Segregation

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Author: John P. Jackson Jr.

Publisher: NYU Press

ISBN: 9780814743270

Category: Social Science

Page: 291

View: 1242

In one of the twentieth century's landmark Supreme Court cases, Brown v. Board of Education, social scientists such as Kenneth Clark helped to convince the Supreme Court Justices of the debilitating psychological effects of racism and segregation. John P. Jackson, Jr., examines the well-known studies used in support of Brown, such as Clark’s famous “doll tests,” as well as decades of research on race which lead up to the case. Jackson reveals the struggles of social scientists in their effort to impact American law and policy on race and poverty and demonstrates that without these scientists, who brought their talents to bear on the most pressing issues of the day, we wouldn’t enjoy the legal protections against discrimination we may now take for granted. For anyone interested in the history and legacy of Brown v. Board of Education, this is an essential book.

Teaching for Social Justice

A Democracy and Education Reader

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Author: William Ayers,Jean Ann Hunt,Therese Quinn

Publisher: N.A

ISBN: 9781565844209

Category: Education

Page: 326

View: 2824

A mix of hands-on, historical and inspirational writings from the Democracy and Education journal, this text covers topics such as education through social action, writing and community building, and adult literacy. A teacher file surveys teaching tools from curricula to Web sites.

Youth, Community and the Struggle for Social Justice

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Author: Tim Goddard,Randy Myers

Publisher: Routledge

ISBN: 1315456192

Category: Social Science

Page: 172

View: 8804

Activists, policymakers, and scholars in the US have called for policy reform and evidence-based efforts to decrease the number of people in jail and prison, improve hostile police–community relations, and rollback the "tough on crime" movement. Given that poor people, particularly poor people of color, make up the majority of those under carceral control in Western, industrial countries, can technical solutions, gradual reforms, and individual-level programming genuinely change the deeply entrenched carceral state that has been expanding in the US for over 40 years? In this book, the authors offer an examination of the creative ideas that twelve US-based social justice organizations put forward for how participation in social change might spur not only individual-level change in young people, but community-wide mobilization against the harms resulting from the "tough on crime" movement and neoliberal policy. Using alternative programs grounded in political and social consciousness-raising, these organizations provide important and novel methods for how we might roll back carceral expansion. Their approaches resonate with scholarship in criminology and related fields; however, they sharply contrast with popular notions of "what works". The authors detail how community-based organizations must navigate not only these scientific forces, but the bureaucratic and financial ones consistent with neoliberal governance as well as the more formidable, less navigable political barriers that activate when organizations mobilize young people of color for social and carceral reform. While aware of the formidable barriers they face, the authors highlight the emancipatory potential of community-based social justice organizations working with the most marginalized young people across several major US cities. Written in an accessible way, this book will be of interest to scholars, students, progressive policymakers, practitioners, and activists and their allies who are deeply troubled by the class and racial disparities that pervade the carceral state.

Research Studies on Educating for Diversity and Social Justice

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Author: Ashraf Esmail,Abul Pitre,Darren E. Lund,H. Prentice Baptiste,Gwendolyn Duhon-Owens

Publisher: Rowman & Littlefield

ISBN: 1475838387

Category: Education

Page: 236

View: 4846

The book captures the various ways issues of diversity, equity and social justice unfold in educational settings and offers ideas for eradicating inequalities in schools. Concepts such as parental involvement, equity pedagogy, and dual language, among others, provide a template for assisting educators to improve educational outcomes for students.

Reframing the Curriculum

Design for Social Justice and Sustainability

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Author: Susan Santone

Publisher: Routledge

ISBN: 1351394649

Category: Education

Page: 158

View: 7759

Reframing the Curriculum is a practical, hands-on guide to weaving the concepts of healthy communities, democratic societies, and social justice into academic disciplines. Developed for future and practicing teachers, this volume is perfect for teacher education courses in instructional design, social foundations, and general education, as well as for study in professional learning communities. The author outlines the philosophies, movements, and narratives shaping the future, both in and out of classrooms, and then challenges readers to consider the larger story and respond with curriculum makeovers that engage students in solving problems in their schools, communities, and the larger world. The book’s proven method for designing units gives educators across grades and disciplines the tools to bring sustainability and social justice into experiential, project-based instructional approaches. Pedagogical features include: Specific examples and templates that offer readers a framework for reworking their units and courses while meeting required standards and incorporating innovative classroom practices. Activities and discussion questions that bring the content to life and establish ties with the curriculum. eResources, including a Facilitator’s Guide, offering examples of fully developed units created with this model and an editable template for redesigning existing units.

Storytelling for Social Justice

Connecting Narrative and the Arts in Antiracist Teaching

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Author: Lee Anne Bell

Publisher: Routledge

ISBN: 1136975063

Category: Education

Page: 144

View: 342

Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism operates culturally and institutionally in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. Illustrated throughout with examples drawn from high school classrooms, teacher education programs, and K-12 professional development programs, the book provides tools for examining racism as well as other issues of social justice. For every teacher who has struggled with how to get the "race discussion" going or who has suffered through silences and antagonism, the innovative model presented in this book offers a practical and critical framework for thinking about and acting on stories about racism and other forms of injustice.