Teaching toward Justice: Reflections on Collaboration, Engagement, and Social Action in Uncertain Times

Autor/inn/en	Shallish, Lauren; Rao, Shridevi; Pancsofar, Nadya
Titel	Teaching toward Justice: Reflections on Collaboration, Engagement, and Social Action in Uncertain Times
Quelle	In: Educational Forum, 84 (2020) 1, S.18-28 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2020.1674437
Schlagwörter	Social Justice; Social Action; Learner Engagement; Equal Education; Inclusion; Higher Education; Documentaries; Films; Critical Theory; Teacher Education; Labeling (of Persons); Students with Disabilities; Student Diversity; Teacher Educators; Special Education; Reflective Teaching; Preservice Teachers; High Schools; College School Cooperation; School Community Relationship; New Jersey + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Soziales Handeln; Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Documentary film; Documentary films; Dokumentarfilm; Film; Kritische Theorie; Lehrerausbildung; Lehrerbildung; Labeling-Ansatz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher education; Education; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; Oberschule
Abstract	Recent societal and political shifts have underscored the need for higher education programs to examine and reflect on the ways in which they address equity and social justice. As teacher-educators, we feel this call with particular urgency. In this paper, we describe our past and current efforts to engage in self-reflective inquiry and enact ways to better teach social justice in uncertain times. These efforts have included reflecting on our existing efforts as well as new directions such as creating an assignment to engage students in the analysis of their own social locations and creating a new course aimed at addressing intersectionality and social justice in education through the lens of documentary films. We recognize the need to not only address barriers to educational equity within our coursework, but also within our program itself as we work to improve our representation as well as our relationships with the surrounding schools and communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01