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White Disadvantage: The Effects of Racial Isolation on Whit Pre-Service…

- - - - Kelly
        
        “If you say something mean about someone’s skin color, you’re talking about every person who has that skin color. I know you didn’t mean . . . to say it as such a nasty thing, but then people will see you and they’ll think, “Wow, what a mean little girl. We don’t want to be her friend.” (Kelly & Brooks, 2009, p. 206).”
        
        No matter how hard an educator tries to remain neutral, teaching will always be political in its nature.
        
        Some teachers think students should hear the real stuff because they are already thinking
        
        “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 & Brooks, 2009, p. 209).”
        
        How young is too young? Are children ready to talk about those "heavy" conversations and are teachers ready to give them?
        
        most of participants equated social justice with anti-bullying & "acceptance of difference." (Kelly,2009,p.206)
        
        Some teachers argue that difficult conversations need to be had because children are at different points in their lives, one person might already be dealing with the difficult stuff that nobody wants to talk about
        
        “Before they ever start school, children begin learning informally and haphazardly—from families, television, and peers—about key social issues like race, poverty, war, gender, and sexuality. Once at school, they continue to learn about social issues, informally at least. We need to prepare and support teachers to enact a curriculum that formally addresses these social issues so that children can learn to think about, analyze, discuss, and debate them in a structured manner and respectful environment.” (Kelly, 2009, p.215)
      - Hytten
        
        “The primary strength of the philosophical/conceptual strand of social justice work is that it helps us to get greater clarity about our assumptions, terms and visions. Too often we think because we are using the same term, for example, justice or democracy, we are talking about the same thing.” (Hytten & Bettez, 2011, 12)
        
        • “Westheimer and Kahn’s vision of developing justice oriented citizens parallels that of other writers in this genre of social justice literature. For example, Ayers, Hunt, and Quinn (1998) argue that teaching for social justice is inseparable from teaching that supports the development of a thriving democracy. Maxine Greene makes this connection well in the introduction to their edited collection, Teaching for Social Justice: A Democracy and Education Reader (1998). She claims that in a democratic society, justice is “the primary value of political life,” especially as it “is incarnated in human action in spaces where people live together” (p. xx- viii).” (Hytten, 2011, p. 20)
        
        “Our goal in this article is to sort through the social justice literature in education in order to develop a better understanding of what this work is all about and why it is important. Better understanding the types of work done under the banner of social justice may help us to more productively work together across differences and amid the variety of ways we are committed to social justice.” (Hytten & Bettez, 2011, 9)
        
        “Ultimately, we hope that characterizing diverse strands in the social justice literature can help us to better build bridges across various positions and create openings for more sustained dialogue among educators who share similar, and often overlapping, goals. Better understanding what we mean when we call for social justice in education can hopefully contribute to opening up new angles for seeing and new possibilities for engaging each other across differing passions, commitments and agendas.” (Hytten, 2011, p.21)
        
        • “As we read though some of the writings in this strand of social justice literature, we are reminded of the need for creating more strategic alliances and for the sharing of resources rather than the reinvention, and isolated reiteration, of them in a number of different spheres.” (Hytten, 2011, p. 19)
        
        • “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) Jus- tice and the Politics of Difference, which comes out of philosophical and political theory.” (Hytten, 2011, p. 10)
        
        Having the ability to teach children to recognize problems and figure out how to fix them.
        
        “They argue that we must look for equality in five dimensions: resources; respect and recognition; love, care and solidarity; power; and working and learning.” (Hytten & Bettez, 2011, 12)
        
        “To educate for social justice, teachers need mastery of content in their discipline (including knowing factual information, having the ability to historically contextualize that information and being able to consider it in both micro and macro ways), tools for critical thinking and analysis, tools for social change and activism, tools for personal reflection (especially about one’s own power and privilege), and awareness of multicultural group dynamics.” (Hytten & Bettez, 2011, 13)
        
        “In the abstract, it is an idea that it hard to be against. After all, we learn to pledge allegiance to a country that supposedly stands for “liberty and justice for all.” (Hytten & Bettez, 2011, p. 8).”
- - - - community
        
        service location
        
        diversity
        
        gender
        
        assumptions
        
        Achievement Gap
        
        3 more items...
  - - - Perception of Others
        
        Perception of self
- - - - MET study administered an extensive survey soliciting students’ perceptions of their teachers’ instructional practices (Bill and Melinda Gates Foundation, 2012). An important feature of the study is that students were specifically asked to report on individual classroom teachers rather than the overall workforce of their schools