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Findings #7 (Divvy Group) (Achievement Gap (Cici & Papierno,…

- - - - Philosophical/Conceptual
        
        a. “Writings in the philosophical or conceptual strand of the literature aim to tease out the meaning of justice in abstract, philosophical and/or theoretical terms. One of the most commonly cited pieces in this vein is Iris Marion Young’s (1990) Justice and the Politics of Difference, which comes out of philosophical and political theory. (Hytten, 2011, pg. 11).
        
        The social democratic perspective, largely drawn from Marx, considers justice in relationship to the needs of various individuals, emphasizing a more collectivist or cooperative vision of society” (Hytten, 2011, p 11).
        
        “They argue that we must look for equality in five dimensions: “resources; respect and recognition; love, care and solidarity; power; and working and learning” (p.132). Within each of these dimensions, they describe how we may change educational practice to support a more holistic vision of equality in education” (Hytten, 2011, p 12).
      - Practical
        
        “Describing education for social justice, Bell (1997) characterizes it as “both a process and a goal” with the ultimate aim being “full and equal participation of all groups in a society that is mutually shaped to meet their needs” (Hytten, 2011, p 8).
        
        “In addition to lists of components/attributes that would characterize socially just schools, leaders, and education programs, this strand of work also includes descriptions or models of programs oriented towards social justice. (Hytten, 2011, pg. 13).
      - Ethnographic/Narrative
      - Theoretically Specific
        
        “Similar to multiculturalism, critical pedagogy invariably comes to mind as an educational movement aimed explicitly at transforming oppressive social structures. While there are a variety of traditions within critical pedagogy, they all share a broad objective “to empower the powerless and transform existing social inequalities and injustices” (McLaren, 2003, p. 186)” (Hytten, 2011, pg. 17).
        
        “Most recently, more critical multiculturalists have focused their attention on disrupting white supremacy and capitalism, maintaining that these discourses significantly frame how we understand issues of cultural difference” (Hytten, 2011, p 17).
      - Democratically Grounded
        
        “A fifth strand in the literature grounds justice in visions of what it means to be an educated person in a democracy. Educators coming to social justice from this perspective situate their thinking about justice in connection to considering the fundamental purposes of education in a democratic society” (Hytten, 2011, pg. 19).
        
        “A fifth strand in the literature grounds justice in visions of what it means to be an educated person in a democracy. Educators coming to social justice from this perspective situate their thinking about justice in connection to considering the fundamental purposes of education in a democratic society” (Hytten, 2011, p 19).
  - - - We recognize that there are multiple, contested meanings of the term “teaching for social justice”; indeed, we sought to investigate these multiple meanings in the course of this project.
        
        “We recognize that there are multiple, contested meanings of the term “teaching for social justice”; indeed, we sought to investigate these multiple meanings in the course of this project. In this article, however, we do not have the space to present a comprehensive view of this complex ﬁeld and, therefore, do not attempt to describe all the varieties of equity-oriented pedagogies that might be identiﬁed” (Kelly, 2009, pg. 203).
      - Specifically, we highlight the theoretical assumptions underlying three key elements of an anti-oppression approach. The first element involves teachers in a critical analysis of social and institutional inequities and oppression based on gender, race, culture, sexuality, social class, ability, age, and so on.
      - “Anti-oppression educators work to create classrooms where their students can think about where they stand on social issues and what they might do to ameliorate suffering and inequities among groups of people with whom they are familiar as well as those with whom they have had little or no contact” (Kelly and Brooks, 2009, p 203).
    - - “This project is an extension of the ﬁrst author’s larger study that aims to record and analyze what teachers are actually saying—and doing—when teaching for social justice in order to map beginning and veteran teachers’ perspectives and pedagogical possibilities for public schools. The original pool of beginning teachers was limited to the alumni of a cohort within a larger teacher education program organized around the theme of teaching for social justice, and as a result, participants were all secondary teachers.
    - - “Many teachers said that protecting childhood innocence would not inﬂuence their choice of topic but, rather, their approach to it. They emphasized tailoring their approach based on their knowledge of and time with, the children” (Kelly and Brooks, 2004, p 208).
        
        “The greater the belief in childhood innocence, the more likely teachers were to intimate or state that they would avoid “iffy,” “scary,” or “heavy” topics unless their early primary students raised them ﬁrst. Nita mentioned “drugs,” “gays and lesbians,” and “racism” as “iffy.” (Kelly, 2009, pg. 208).
    - - Teachers' Assumptions about Children's Cognitive and Emotional Capacities
        
        “By political, we mean not just democratic decision-making or voting in elections but “all aspects of institutional organization, public action, social practices and habits, and cultural meanings insofar as they are potentially subject to collective evaluation and decision-making” (Kelly and Brooks, 2004, p 211).
      - Teachers' Assumptions about Children's Political-Evaluative Capacity
        
        “The issue of children’s ability to form their own opinion—captured in everyday metaphors of children as “sponges,” “blank slates,” and “parrots” versus the less common image of children as active meaning-makers—is crucial” (Kelly and Brooks, 2004, p 209).
      - The Difference Student Age Makes in Teaching for Social Justice
    - - “We need to know more about how children’s understanding of various equity-related issues develops with age while simultaneously viewing “child development within different social, cultural, political and economic contexts of childhood” (Kelly and Brooks, 2004, p 214).