Social Class Social Action and EducationSocial Class Social Action and Education

My analysisis indebted to prior writingson education and socialclass. Classic worksby Michael Apple,JeanAnyon, Samuel Bowles andHerbert Gintes, Martin Carnoy andHenry Levin,andHenry Giroux, for example, informedmy general thinking.

Author: A. Schutz

Publisher: Springer

ISBN: 9780230113572


Page: 269

View: 474

Schutz demonstrates that progressive ideas of democracy emerged out of the practices of a new middle class, reacting, in part, against the more conflictive social struggles of the working-class. The volume traces two distinct branches of democratic progressivism: collaborative and personalist.

Social Class Social Action and EducationSocial Class Social Action and Education

The volume traces two distinct branches of democratic progressivism: collaborative and personalist.

Author: A. Schutz

Publisher: Palgrave Macmillan

ISBN: 1349290203


Page: 269

View: 608

Schutz demonstrates that progressive ideas of democracy emerged out of the practices of a new middle class, reacting, in part, against the more conflictive social struggles of the working-class. The volume traces two distinct branches of democratic progressivism: collaborative and personalist.

Social Justice Education and IdentitySocial Justice Education and Identity

Education , health and social justice Health is an important social justice issue since poor health and premature death in the UK is strongly linked to inequality , poverty and social class . A great deal of research has shown the ...

Author: Carol Vincent

Publisher: Psychology Press

ISBN: 0415296951


Page: 246

View: 147

This collection will give readers interested in questions of social justice and education access to the work of some of the key contributors to the debate in the UK.

Globalization Education and Social JusticeGlobalization Education and Social Justice

Nicholson LJ (1984) Affirmative action, education, and social class. Philosophy of Education Society, Normal, Illinois. Nisbet R (1975) The new despotism. Commentary 59(6):31–43. O'Neill O (1976) Opportunities, equalities and education.

Author: Joseph Zajda

Publisher: Springer Science & Business Media

ISBN: 9789048132218


Page: 193

View: 841

Globalization, Education and Social Justice, which is the tenth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents up-to-date scholarly research on major discourses concerning global trends in education, social justice and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of social justice, globalisation, and policy research. Above all, the book offers the latest findings to the critical issues in education and social justice globally. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation and social justice education reforms around the world. It offers a timely overview of current issues in social justice affecting education policy research in the global culture. It provides directions in education, and policy research, relevant to transformational educational reforms in the 21st century. The book critically examines the overall interplay between globalisation, education reforms, and social justice. It draws upon recent studies in the areas of globalisation, social justice education reforms and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, equity, education, and social justice. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms for social justice and schooling globally. Various book chapters critique the dominant discourses and debates pertaining to the politics of social justice and education globally and the newly constructed and re-invented models of neo-liberal ideology in education and policy reforms. Using a number of diverse paradigms in comparative education research, ranging from critical theory to post-structuralist discourses, the authors, by focusing on globalisation, social justice and democracy, attempt to examine critically both the reasons and outcomes of education reforms and policy change for social justice. The volume offers a more informed critique on the Western-driven models of education reforms and implications for social justice. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. The general intention is to make Globalization, Education and Social Justice available to a broad spectrum of users among policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners in the education and related professions.

Decolonizing Multicultural Counseling through Social JusticeDecolonizing Multicultural Counseling through Social Justice

Prepracticum service-learning: Examining the relationship with counselor self-efficacy and anxiety. Counselor Education and Supervision, 43, 108–119. Barratt, W. (2005). Social class: The inequitable campus.

Author: Rachael D. Goodman

Publisher: Springer

ISBN: 9781493912834


Page: 174

View: 117

Multicultural counseling and psychology evolved as a response to the Eurocentrism prevalent in the Western healing professions and has been used to challenge the Eurocentric, patriarchal, and heteronormative constructs commonly embedded in counseling and psychology. Ironically, some of the practices and paradigms commonly associated with “multiculturalism” reinforce the very hegemonic practices and paradigms that multicultural counseling and psychology approaches were created to correct. In Decolonizing "Multicultural" Counseling through Social Justice, counseling and psychology scholars and practitioners examine this paradox through a social justice lens by questioning and challenging the infrastructure of dominance in society, as well as by challenging ourselves as practitioners, scholars, and activists to rethink our commitments. The authors analyze the ways well-meaning clinicians might marginalize clients and contribute to structural inequities despite multicultural or cross-cultural training, and offer new frameworks and skills to replace the essentializing and stereotyping practices that are widespread in the field. By addressing the power imbalances embedded in key areas of multicultural theory and practice, contributors present innovative methods for revising research paradigms, professional education, and hands-on practice to reflect a commitment to equity and social justice. Together, the chapters in this book model transformative practice in the clinic, the schools, the community, and the discipline. Among the topics covered: Rethinking racial identity development models. Queering multicultural competence in counseling. Developing a liberatory approach to trauma counseling. Decolonizing psychological practice in the context of poverty. Utilizing indigenous paradigms in counseling research. Addressing racism through intersectionality. A mind-opening text for multicultural counseling and psychology courses as well as other foundational courses in counseling and psychology education, Decolonizing "Multicultural" Counseling through Social Justice challenges us to let go of simplistic approaches, however well-intended, and to embrace a more transformative approach to counseling and psychology practice and scholarship.

Social Work Skills And Knowledge A Practice HandbookSocial Work Skills And Knowledge A Practice Handbook

11 social class, see class social control, 240, 281 social exclusion, 17, 77, 242, 247, 261, 264,308 see also disadvantage ... 360 socialjustice,3,7,15,49,88,106,161, 164, 308, 345, 346, 347 social learning theory/learning theory 124, ...

Author: Trevithick, Pamela

Publisher: McGraw-Hill Education (UK)

ISBN: 9780335238071


Page: 434

View: 543

Written for social work students, this handbook describes more than 50 key social work skills. Using case studies and examples, the author demonstrates their creative application in evidence-based practice.

International Encyclopedia of Adult EducationInternational Encyclopedia of Adult Education

Much adult education for Social action, therefore, involves an analysis of existing relations of power. ... These include the struggle for an independent working-class education in the first half of the 19th century in England; ...

Author: L. English

Publisher: Springer

ISBN: 9781349725205


Page: 750

View: 426

The Encyclopedia of Adult Education is the first comprehensive reference work in this important and fast-growing field, and is an invaluable resource for adult educators who research and teach in the fields of higher education, work in community-based settings, or practise in public or private organizations. Its 170+ articles, written by an international team of contributors from over 17 countries, detail the research and practice of the field from its emergence as a separate discipline to the present day, covering key concepts, issues and individuals and providing a cutting-edge summary of ongoing debates across a wide range of perspectives, from self-directed learning to human resource development. Entries are arranged A-Z and extensive cross-referenced, with detailed bibliographies for each topic to facilitate further research.

Narratives of Social Justice EducatorsNarratives of Social Justice Educators

While it has elements of social justice education, this approach does not advocate for transformation of oppressive ... relevant pedagogy, McLaren's (1995) critical multiculturalism, and Suzuki's (1984) social class multiculturalism.

Author: Shirley Mthethwa-Sommers

Publisher: Springer

ISBN: 9783319084312


Page: 107

View: 144

This book presents narratives of eminent social justice educators, which provide a window into why these educators have made it their mission to educate for attainment of social justice; it succinctly defines what social justice education is and what it is not. Eleven nationally and internationally eminent narratives of social justice educators, namely, Beverly Daniel Tatum, Sonia Nieto, Kevin Kumashiro, Valerie Ooka Pang, Teresita Aguilar, Gaille Canella, Christine Sleeter, Julie Andrzejewski, Norma Bailey, Kent Koppelman, and Cathy Pohan, are featured. Racial, gender, socio-economic class, and sexuality diversity of the social justice educators enriches the book by providing multidimensional perspectives on the impact of social positioning in choosing to educate for social justice. Chapter One, “Introduction to Social Justice Educators,” provides an in-depth introduction to the social justice educators who are featured in the book. It delineates reasons they were selected to participate in the study of narratives for social justice educators. This chapter highlights diverse paths that contributed to the participants engaging in social justice education and outlines all their contributions to social justice education. Chapter Two, “Personal Influence,” describes the participants’ personal influences and how formative years of interacting with family members and peers contributed in shaping their identities as social justice educators. In addition, this chapter examines how their varied racial, gender, and sexuality identities served to prepare them for their profession. Chapter Three, “Professional Influence,” offers a window into the participants’ professional life influences on their choice to work toward social justice education. The educators discuss the impact of individual teachers and professors, the field in which they work and exposure to specific curriculum and readings that served to ignite their interest in educating for social justice. Chapter Four, “ Impact of Social and Historical Events,” explores the influence of social and historical events had in the evolution of social justice educators. Such events compelled social justice educators to critically reflect on their roles in society and the importance of engaging in social justice activism through their work. Chapter Five, “ Reasons for Standing Firm,” focuses on reasons that keep social justice educators holding firm to their convictions of social justice education and teaching for social change. It explores the role of spirituality and their sense of commitment. Chapter Six , “Epilogue,” offers a synthesis of the experiences of social justice educators, implications for teacher education programs, and lessons that can be gleaned from their narratives. Stories from the social justice educators provide theoretical and pedagogical frameworks for teaching about social justice issues in education. Each chapter concludes with lessons that can be gleaned from the narratives and applied when working with students.​