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Teaching for "social justice"? Expl...

North, Connie E.

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Teaching for "social justice"? Exploring the meanings, implications, and promise of education's latest catchphrase.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Teaching for "social justice"? Exploring the meanings, implications, and promise of education's latest catchphrase./
作者:	North, Connie E.
面頁冊數:	424 p.
附註:	Advisers: Stacey Lee; Simone Schweber.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3261439

Teaching for "social justice"? Exploring the meanings, implications, and promise of education's latest catchphrase.
North, Connie E.

Teaching for "social justice"? Exploring the meanings, implications, and promise of education's latest catchphrase. - 424 p.

Advisers: Stacey Lee; Simone Schweber.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007.

At the dawning of the twenty-first century, the term 'social justice' pervades educational publications, programs, and curricular materials. Rarely, however, is the substantive meaning of this label made explicit or publicly debated outside of the university setting. This qualitative case study examines the process of four K-12 educators and a dissertator discussing, studying, and acting on the potential power of 'social justice.' The four educators had varied life histories and social group affiliations and worked in different kinds of schools in a single county.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Teaching for "social justice"? Exploring the meanings, implications, and promise of education's latest catchphrase.
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245 1 0 $a Teaching for "social justice"? Exploring the meanings, implications, and promise of education's latest catchphrase.
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500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1309.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007.
520 $a At the dawning of the twenty-first century, the term 'social justice' pervades educational publications, programs, and curricular materials. Rarely, however, is the substantive meaning of this label made explicit or publicly debated outside of the university setting. This qualitative case study examines the process of four K-12 educators and a dissertator discussing, studying, and acting on the potential power of 'social justice.' The four educators had varied life histories and social group affiliations and worked in different kinds of schools in a single county.
520 $a Throughout 2006, the members of this group met monthly to examine their own and each other's educational philosophies, practices, and teaching sites. The researcher also made weekly visits to each educator's classroom. Using experimental writing methods and qualitative case study methodology, this dissertation bridges teacher and academic discourses on education and analyzes the complex, interconnected competencies developed in the name of social justicenamely, functional, critical, relational, democratic, and visionary literacies. As such, it reveals the power of cross-institutional, democratic inquiry on social issues in education.
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