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Additional Findings on Social Justice (Simmons (• In December, the Los…

- - - -  That is, a glance at what may be appropriately called the dilemma of the suburban-disadvantaged (Newton, 1972, 138)
        
        • Those students of middle oriented backgrounds who receive all the so-called aspects of a formal education, but are denied a “total” education because of limited or no contact with materials of educational of social significance concerning varied sub-cultural groups within the society. (Newton, 1972, 138)
    - -  The wounds have been remedied to some degree by various educational and social forces including the implementation of compensatory education programs which have provided additional experiences vital to the development of the child in the inner city. (Newton, 1972, 138)
  - - - o However, in her sixth year of teaching Mrs. Z was informed by her paranoid principal that she was going to have a young black boy in class and to “keep on the lookout.” (Newton, 1972, 139)
        
         In the back of her mind Mrs. Z was convinced that she was not prejudiced, but her husband might be since he had on occasion expressed his hatred for “niggers” and related it to a skirmish ha had some years ago. (Newton, 1972, 139)
        
        o At lunch time Joey sat by himself. The kids stared at him. (Newton, 1972, 139)
        
         Some asked him questions such as: “Are you from Africa?”; “Do you make chocolate mild? HAH! HAH!”; “He’s too big to be a raisin”… (Newton, 1972, 139)
        
        • Joey didn’t like it. When he came in after lunch he was upset and told Mrs. Z what had happened. (Newton, 1972, 139)
        
        o Mrs. Z explained to Joey that he should behave himself and not bother the other children. (Newton, 1972, 139)
        
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  - - -  The perpetuation of this kind of attitude form teacher to student looms as a major battlefield in the conflict between the determination of Black American sand the backlash of resentment among whites in attitude-forming positions such as the classroom teacher. (Newton, 1972, 140)
- - - -  As one student, Dan, explained, “It’s just the way life is, I guess. Like some people are more fortunate than others. Sometimes there’s something you can do; sometimes there isn’t.” Another student, Liza, characterized world hunger as “a huge issue” but also as “something that’s uncontrollable.” (Seider, 2009, 3)
        
        • They needed more support in envisioning what solutions to global poverty and world hunger might look like, and how they, personally, could play a role in addressing these global challenges (Seider, 2009, 3)
    - -  It is crucial, then, for teachers to design lessons and utilize curricula that not only deepen their students’ understanding of social problems, but also help them to envision what solutions to these problems might look like (and how they can be a part of these solutions). (Seider, 2009, 3-4)
  - - -  Such fears could be a useful emotion if they resulted in heightened outrage over the challenges of ‘getting by’ in America. (Seider, 2009, 5)
    - -  The majority became less supportive of policies that would equalize schooling between affluent and poor communities, and more defensive of their own right to receive a superior education (Seider, 2009, 5)
    - -  Ask students to imagine themselves (and to write about) growing up in a housing project or a homeless shelter. (Seider, 2009, 5)
        
        • What challenges would they face? What kinds of support would they need to make it to adulthood, to graduate from high school, to go on to college? What could parents, teachers, schools, communities, and government do to give them the best chance at ‘making it’? (Seider, 2009, 5-6)
  - - -  He argues that, “You shouldn’t buy that new car, take that cruise, redecorate that house or get the pricey new suit. After all, a $1,000 suit could save five children’s lives” (Seider, 2009, 6)
- - - -  The mock trial case both improved students’ persuasive speaking skills and permitted a student-driven conversation about consent.
  - - -  His relationship with her is about power—and his efforts to remain youthful despite the inexorable passage of time.
    - -  Some scolded Lou ferociously as if they were enraged parents
      -  Students pleaded with Jocelyn to practice safe sex, eschew hard drugs, and reconsider her devotion to such a doomed relationship.
    - - o The most tortured moments in literature affect humans because they reflect a reality that can torture us, too. Talking and writing about it is a blow against secrecy and shame.