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social justice theory in teaching - Coggle Diagram
social justice theory in teaching
INTERSECTIONALITY AS EDUCATION POLICY REFORM; CREATING SCHOOLS THAT EMPOWER TELING BRITTNEY BECK
p1
educators are irrevocably tethered to the oppression or liberation of their students
we must be acutely concentrated on how these identities intersect to create the structures of the school system
intersectionality is the awareness of how race, gender, class and sexuality intersect and the exploration of them when studying how the social world is constructed Crenshaw 1991
the writer's pivotal moment was seeing a gender non-conforming black child of 6 years old have their behaviours policed by her colleagues
p2
school systems must work to humanely confront the complexities of intersectionality and discrimination in order to identify and disrupt prejudice in their words actions and inactions
EDUCATION AS A PRACTICE OF FREEDOM BELL HOOKS 2015
BELL HOOKS
p195
'progressive holistic education and engaged pedology'
this focuses on the well being and process of self actualisation within the student using reflection and praxis, students will then construct their ideologies around greater world views and understanding
it is about teaching students to transgress over social boundaries , in which teachers are constantly aware of their presence as a human in the class room and teach in a way that is none threatening and none discriminatory
p196
teaching is a place where paradise can be created
teaching is a catalyst that calls for everyone to be engaged
meaning that it is a performance in which the performative aspect is offering space for change invention and the creation of a unique class room
p197
literacy allows those who are marginalised to acquire political consciousness
IBRAM X KENDI
HOW TO BE ANTI-RACIST
At the heart of racism is denial therefore we must understand that we are either racist or anti-racist.
To be anti-racist is to admit when we expressed a racist idea and take accountability and learn. To be anti-racist is intrinsically linked to admitting mistakes. You can easily express this as an addiction a day by day process. It is liberating to allow us to overcome such an addiction.
Being anti-racist is about continuously allowing yourself to be vulnerable to the fact that an idea you have expressed is at heart racist. And stopping racism from being something intrinsically linked to being a bad person. Being racist is actions and beliefs we need to accept that to take accountability for our actions and be antiracist.
‘Anyone who is not viewing racism as the problem is not being anti-racist.’
Workplace policies need to become anti-racist; they must define what a racist idea is and have actions for when racism happens within the workplace.
Using the term racial group helps us to cover intersectionality, the racist ideas will intersect with each other therefore it is important to understand how homophobic, transphobic and sexist ideas combine to disenfranchise ideas.
Equity is paired with appreciating and celebrating difference, this is something we are going to take into our classroom every day.
WHO GETS TO BE AFRAID IN AMERICA
They don’t need to figure out who I am. All they see is what I am. A black male. And what I am pronounces who I am. A criminal. The embodiment of danger. The producer of fear.
Black males have been made into the fathers of fear. But the fears of black men are bastards. Broods we never wanted, but can’t escape. All these bastards are coming after us, suspecting us continuously, terrorizing us constantly, and we can’t escape. The black man can’t escape the fear of the black man.
SAYING MY NAME WRONG SHOWS WHY DIVERSITY MATERS ELENA TOZOWONAH
ELENA TOZOWONAH
In 2011 Gove changed the curriculum to only include British writers, in turn erasing the possibility to learn about other perspectives, 0% of English Literature texts are written by black female authors which reinforces societal norms and fuels ignorance, it also subtly discourages black students striving to achieve a career in English.
It also means an ignorance towards the beauty and vibrancy of the African culture perpetuating starving children in Africa mindset.
Miss pronouncing names means that students are constantly reminded of their background whereas white students with western names can live without ever having their identity be a determining part of their everyday interactions. Therefore, it is important to not continue these practices that promote ignorance and don’t work to empower the individual.
USA TALKING AND TEACHING THROUGH A PROFESSIONAL LENSE; RECOGNIZING WHO AND WHAT WE PRIVILEGE IN OUR PRACTICE
Jocelyn Anne Glazier* George Washington University, Washington,
Teaching Education Vol. 16, No. 3, September 2005,
p232
P232 belief in our role as educators should include an ongoing education of social justice in order to empower all of our students, further help our students to understand their power in relation to the world
Martin and Van Gunten 2002 p47; it is necessary to actively understand our role in oppressive systems in order to not perpetuate hierarchal assumptions about our identities that will affect empowerment of all students
p234
the study followed five teachers as they learnt and studied multicultural literature to then teach to their own classes in diverse schools
p236
Julie the white middle class participant noticed a centrality around religion which she noticed to be both positive and detrimental, but it didn’t change her pedology
p239
through the study sarah had found that she had been positioning her minority students as lower level when in actual fact they just weren’t able to engage with the euro-american texts
p240
sarah realised that she can’t change her class or ethnicity but she can change her privilaging of that position
p241
just adding “multicultural” to the curriculum and to the student body is inadequate. We need to confront the unspeakable ourselves, as teachers and as scholars, and not assume or expect that the students we teach and the texts we analyze will do all of the work of multiculturalism for us. (Spack, 1997, p. 27)
in order to teach social justice in schools we have to actively transform our own ways of thinking
A PEDAGOGY OF SOCIAL JUSTICE EDUCATION; SOCIAL IDENTITY THEORY, INTERSECTIONALITY AND EMPOWERMENT AARON J HAN TAPPHER
p412
social justice education is the idea that explicitly recognises disparities and aims to counter them through education (Shakman et al. 2007, 7).
p413
education is the key to enacting social justice Paul Freire 2006 as it provides students with freedom both intellectual and physical
the old notion of depositing information works to uphold oppressive systems by not taking into account the backgrounds of the students, for example teaching about white writers does not take into account how engages non-white students can be with the book meaning they are less likely to succeed teachers should instead impart useful and malleable knowledge to their students
p415
Teachers and facilitators are understood to be guiding, rather than leading, students through this process, assisting in steering the experience while not actually piloting it in a top-down, dictatorial manner, always using and reinforcing academic methods of critical thinking along the way.
allport 1954 says that the key to social justice is manufacturing as many positive experiences with other groups as possible this is called contact hypothesis
p416 to counter this theory backfiring the groups must always be equally laid out and they must be given common goals
p420 but this can only work if the individuals identities within the group are understood by the other participants or the other participants are open to understanding them
but this must then be sunderstood as our identities within our social identities, i.e. the way we interact based on the backgrounds we come from
p422
intersectionality in pedagogy assumes that there is no true victim of oppression that every one is oppressed in different ways and therefore focusing on injustice reduces the world wide threat to justice Audre Lord 'there is no hierarchy of oppressions'