Literaturnachweis - Detailanzeige
| Autor/in | Kirshner, David |
|---|---|
| Titel | Claiming the Cultural Space of the Classroom: Issues of Ethics and Social Justice |
| Quelle | (2011), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Social Justice; Ethics; Classroom Environment; Cultural Influences; Figurative Language; Cultural Pluralism; Psychology; Acculturation; Teaching Methods |
| Abstract | Issues of social justice are accorded scant space in the professional scope of most teachers. The purview of ideologues and do-gooders, social justice would seem to have little to do with practical, everyday teaching of subject matter content. This marginalization of social justice is supported by a traditionally individualist psychology that constructs learning as internal, rather than as part of a relationship to society. To the extent that cultural theory is recognized as relevant to learning, it is caught up in complex entanglements with other theories, rendering implications for social justice opaque and conflicted. The current paper untangles the learning metaphors that ground educators' interests in teaching, homing in on learning-as-enculturation, and issues of ethics and social justice attendant thereto. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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