A Multi-Study Approach to Examining the Transformative Potential of Teaching Social Justice to High School Students

Autor/in	Harrell-Levy, Marinda Kathryn
Titel	A Multi-Study Approach to Examining the Transformative Potential of Teaching Social Justice to High School Students
Quelle	(2012), (235 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Auburn University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-8562-1
Schlagwörter	Hochschulschrift; Dissertation; Transformative Learning; Teaching Methods; Social Justice; High School Students; Religious Schools; Moral Development; Civics; Spiritual Development; Reflection; Consciousness Raising; Emotional Development; Self Concept; Adolescent Development; Student Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Moralische Entwicklung; Staatsbürgerkunde; Bewusstseinsbildung; Gefühlsbildung; Selbstkonzept
Abstract	These three papers test existing educational and identity development theory regarding the phenomenon of transformative pedagogy and its effectiveness, in order to determine the predictive ability of a class on morals and ethics with transformative goals during eleventh or twelfth grade Social Justice towards transformed individuals later in life. This is done using a mixed methods approach: Quantitatively, correlations between pedagogical methods and moral identity development are examined through structural equation modeling using data from a diverse group of students from parochial schools in the Northeast. Qualitatively, an in-depth look at the phenomenon of Social Justice is taken by capturing the lived experiences of former students of just one school. Qualitative results reveal that social justice teachers influence the development of their students in a real and lasting way, including aspects of alumni's civic, personal, and moral identity development. This is done utilizing several transformative methods, including critical self-reflection, consciousness raising, integrating aspects of emotional and spiritual development, and more. Quantitative results, which resulted from date collected from 362 former "social justice" students from seven different schools, revealed that students who had more transformative class experiences (higher critical self-reflection, more charismatic forms of instruction, and relatable course content and methods associated with the transformative style) were significantly higher on moral identity development than students who did not. Overall, results from the three studies suggest that classes with transformative goals can be quite influential on the long-term identity development of adolescents, and points to the salience of certain parts of the class in influencing such outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01