"Would that be Social Justice?" A Conceptual Constellation of Social Justice Curriculum in Action

Autor/inn/en	Johnson, Elisabeth; Oppenheim, Rachel; Suh, Younjung
Titel	"Would that be Social Justice?" A Conceptual Constellation of Social Justice Curriculum in Action
Quelle	In: New Educator, 5 (2009) 4, S.293-310 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
Schlagwörter	Beginning Teachers; Social Justice; Course Content; Curriculum Development; Educational Innovation; Vignettes; Academic Achievement; Democracy; High Stakes Tests; Teacher Responsibility; Classroom Environment; Grade 5; Bilingual Education; English; American Sign Language; Role Models; Teacher Expectations of Students; Community Services; Student Projects; Grade 2; Teacher Attitudes; Reflective Teaching; Educational Opportunities; Teaching Conditions; Social Studies; New York + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Soziale Gerechtigkeit; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Schulleistung; Demokratie; Lehrverpflichtung; Klassenklima; Unterrichtsklima; School year 05; 5. Schuljahr; Schuljahr 05; Bilingual teaching; Bilingualer Unterricht; English language; Englisch; Identifikationsfigur; Gemeindenahe Versorgung; Schulprojekt; School year 02; 2. Schuljahr; Schuljahr 02; Lehrerverhalten; Bildungsangebot; Bildungschance; Lehrbedingungen; Unterrichtsbedingungen; Gemeinschaftskunde
Abstract	For new educators, the obstacles of high-stakes testing, curricular mandates, and their own inexperience and self-doubt can render teaching for justice and equity overwhelming, seemingly impossible ideals. However, as students are increasingly tied to prescriptive curricula and academic performance standards, the goals of social justice and democracy are all the more necessary. Through interviews and observations with new educators, the authors argue that, despite difficult, often restrictive teaching environments, these educators are indeed engaged in teaching socially just curricula in a variety of innovative ways. Beginning teachers' stories and their inspiring curricular enactments are at the heart of this article. (As Provided).
Anmerkungen	City College of New York, The School of Education. Convent Avenue at 138th Street, New York, NY 10031. Tel: 212-650-5182; Fax: 212-650-5182; Web site: http://www1.ccny.cuny.edu/prospective/education/theneweducator/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10