Moral Education for Social Justice

"In Moral Education for Social Justice, the authors move students beyond the adoption of the values of the dominant culture (what the authors refer to as becoming "nice" people), toward a position of personal and societal moral critique.

Author: Larry Nucci

Publisher: Teachers College Press

ISBN: 9780807765623

Category: Education

Page: 240

View: 129

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"In Moral Education for Social Justice, the authors move students beyond the adoption of the values of the dominant culture (what the authors refer to as becoming "nice" people), toward a position of personal and societal moral critique. The authors argue that the development of social and moral cognition does not occur in isolation. The authors take the relational development systems framework approach that views each component of human development as interacting with each other as well as with the surrounding environment"--
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Moral Education for Social Justice

This book illustrates an approach that integrates social justice education with contemporary research on students’ development of moral understandings and concerns for human welfare in order to critically address societal conventions, ...

Author: Larry Nucci

Publisher: Teachers College Press

ISBN: 9780807779712

Category: Education

Page:

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The authors draw from their work with teachers and students to address issues of social justice through the regular curriculum and everyday school life. This book illustrates an approach that integrates social justice education with contemporary research on students’ development of moral understandings and concerns for human welfare in order to critically address societal conventions, norms, and institutions. The authors provide a clear roadmap for differentiating moral education from religious beliefs and offer age-appropriate guidance for creating healthy school and classroom environments. Demonstrating how to engage students in critical thinking and community activism, the book includes proven-effective lessons that promote academic learning and moral growth for the early grades through adolescence. The text also incorporates recent work with social-emotional learning and restorative justice to nurture students’ ethical awareness and disrupt the school-to-prison pipeline. Book Features: Guidance to help teachers move from classroom moral discourse to engage students in community action. Age-specific lesson plans developed with classroom teachers for integration with regular academic curricula.Detailed overview of moral growth with examples of student reasoning.Connections between moral development and critical pedagogy.Connections between moral development and digital literacy.Connections among classroom management, school rules, restorative justice, and students’ social development.Insights drawn from research conducted within the Oakland Public School system.
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Leadership Ethics and Schooling for Social Justice

In order to understand the moral and ethical complexity of work undertaken in the name of social justice and equity in diverse contexts, this book uses a range of different theoretical tools from the work of Michel Foucault.

Author: Richard Niesche

Publisher: Routledge

ISBN: 9781317816737

Category: Education

Page: 164

View: 941

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Issues of social justice and equity in the field of educational leadership have become more salient in recent years. The unprecedented diversity, uncertainty and rapid social change of the contemporary global era are generating new and unfamiliar equity questions and challenges for schools and their leaders. In order to understand the moral and ethical complexity of work undertaken in the name of social justice and equity in diverse contexts, this book uses a range of different theoretical tools from the work of Michel Foucault. Rather than a prescriptive, best practice approach to leadership and social justice, this book draws on Foucault’s four-fold ethical framework, and specifically, the notions of advocacy, truth-telling and counter-conduct to critically examine the leadership work undertaken in case studies in schools in Australia and England. Our approach makes transparent the ethical work that leaders in these contexts conduct on themselves towards creating schools that can address the equity challenges of the present climate. It illuminates and enables critical analysis of the moral imperatives shaping the equity work of school leaders and, in particular, the possibilities for transformative leadership that can work to create schools and school systems that are more socially just. Overall, the book’s key aims are to: Provide an innovative and comprehensive theorising of leadership for social justice in contemporary times; Explicate the utility of key elements of Foucault’s theorising of the ethical self to the domain of educational leadership; and Provide significant practical insight into the social justice possibilities of school leadership in contemporary times through two in depth case studies
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Research Anthology on Instilling Social Justice in the Classroom

Whilst the principal focus of the citizenship education policies is on social cohesion (Andrews & Mycock, 2007), ... The Approaches: Character, Social Justice and Democratic Education Despite the divergence of governmental interest ...

Author: Management Association, Information Resources

Publisher: IGI Global

ISBN: 9781799877509

Category: Education

Page: 1673

View: 473

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The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.
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Educational Leadership for Ethics and Social Justice

SOCIOLOGY AND SOCIAL JUSTICE The notion of social justice is reflected throughout the writings of sociology's “founding ... 387) In his work, Durkheim wrote about the importance of education in creating moral values that provided the ...

Author: Anthony H. Normore

Publisher: IAP

ISBN: 9781623965372

Category: Education

Page: 235

View: 695

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The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice , Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry? Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a “new” language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.
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Teaching for Social Justice and Sustainable Development Across the Primary Curriculum

Relationships, characterised by our mutuality, interconnectivity and interdependence, are of central importance in ethical education (Ćurko et al., 2015). Racism is a pressing social justice issue with a clear moral dimension; ...

Author: Anne Marie Kavanagh

Publisher: Routledge

ISBN: 9781000360233

Category: Education

Page: 240

View: 541

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This volume supports educators in integrating meaningful education for social justice and sustainability across a wide range of curricular subjects by drawing on educational theory, innovative pedagogical approaches and creative ideas for teaching and learning. Both practical and theoretical in its approach, it addresses subject areas ranging from mathematics to visual arts to language teaching. Chapters provide subject entry points for teachers seeking to embed social justice and sustainability principles and pedagogies into their work. Transferable across various areas of learning, a range of pedagogical approaches are exemplified, ranging from inquiry approaches to ethical dilemmas to critical relational pedagogies. Ready-to-use teaching exemplars, activities and resources address issues which are of interest and relevance to children’s lives, including gender stereotyping, racism, heterosexism, climate change and species extinction. Practical guidance is provided on how to engage children in dialogue and reflection on these complex issues in a safe and ethical way. This accessible and unique volume is essential reading for student teachers, teachers, educational leaders, teacher educators and anyone interested in inspiring children to work towards creating a more socially just and sustainable world.
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Learning Teaching and Social Justice in Higher Education

embedded in the development of character, via a complex interplay of perceptive, cognitive, emotional and imaginative capacities. Moral education 'methods' work through stories, by identification, through exemplars, by the implicit ...

Author: Noah Riseman

Publisher: UoM Custom Book Centre

ISBN: 9781921775284

Category: Cultural pluralism

Page: 244

View: 528

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"This book brings together a wide range of higher education practitioners from across disciplines. Their chapters suggest innovative approaches to learning, teaching and delivering a tertiary education experience that centres social justice as a core mission of universities. The authors address the ways in which universities grapple with the challenges involved in the selection processes, administration, teaching and learning and student support associated with an increasingly large student population drawn from a broad range of socioeconomic and cultural backgrounds, including many students who will be returning to live overseas. Some of the specific challenges of these developments have included those of selection, academic literacy, independent learning, student support and student engagement. A second dimension is the traditional role of the universities as sources of independent intellectual and ethical critique of social institutions, both in terms of research and public intellectual contribution to political and social policy debates, and in terms of the formation of students in their capacities as critical, ethical, citizens and professionals. This social-ethical critique has traditionally been built into the humanities and the social science disciplines and the 'helping professions' but has now found its way into other disciplines and professional areas, such as business and engineering. As well, broader social policy and political discourse has more explicitly embraced social-ethical agendas of inclusiveness and marginalisation of social groups; recognition of the damage to the overall society of enduring and increasing social inequality." -- BOOK JACKET.
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Justice Morality and Education

This book calls to our attention a number of myths or misconceptions in educational and social theory and practice: the myth that the intellect is invariably in command when so - called rational people make moral judgements, and that ...

Author: Les Brown

Publisher:

ISBN: UOM:39015014753654

Category: Education

Page: 366

View: 683

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This book calls to our attention a number of myths or misconceptions in educational and social theory and practice: the myth that the intellect is invariably in command when so - called rational people make moral judgements, and that accordingly moral education must aim at development of the intellect alone: the myth of a consistently high - minded impartiality and integrity in educational administration, including that in universities and other higher education institutions: misconceptions on Human Rights and constitutional declarations concerning the rights of the child to education, and the myth of equality of educational opportunity: the myth that in formulating educational policies, politicians are necessarily serving the interests of the child or older learners rather than their own interests. Many other challenges are suggested from the questions examined.
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Moral Education for Americans

11. This position is described , but not advocated , by Amy Gutmann , Democratic Education ( Princeton , NJ : Princeton University Press , 1987 ) , pp . 5-6 . 12. See , for example , Bruce Ackerman , Social Justice in the Liberal State ...

Author: Robert D. Heslep

Publisher: Greenwood Publishing Group

ISBN: 0275950735

Category: Education

Page: 218

View: 635

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Discusses the changes that schools, families, political structures, and economic institutions must undergo if they are to support the moral education of Americans.
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Teacher Education Professionalism social justice and teacher education

The feminist contribution to ethics and moral education is clearly relational ; it rejects the traditional image of a lone moral agent struggling to sort principles and commit himself to a logically justifiable course of action ...

Author: David Hartley

Publisher: Taylor & Francis

ISBN: 0415324262

Category: Teachers

Page: 484

View: 401

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Moral Education M Z

375–76 ; social behavior and affiliation , 377 , 424 ; social justice framed by , 420–21 ; stereotypes , 434 ; stewardship concept within , 436–37 ; worship practices , 375 , 376–77 ; worship within schools , 376.

Author: F. Clark Power

Publisher: Greenwood Publishing Group

ISBN: 0313346488

Category: Moral education

Page: 542

View: 277

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This work delves into the topic of moral education in America's K-12 schools. Following an introductory historical chapter, it analyzes salient topics and notable leaders in the field of moral education. It treats the issues thoroughly and fairly, providing a heightened understanding of both the major and minor themes in moral education. Subjects covered include: accelerated christian education, benevolence, bullying, caring, character development, cheating, civic education, commitment, counseling, democratic schools, discipline, drug and alcohol education, empathy, faith, friendship, hidden curriculum, honesty, justice, moral agency, peer influence, positive psychology, respect, responsibility, self-esteem, social development, sports, violence, and virtue ethics.
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Social Justice Education and Identity

(164–5) Fourth, and perhaps most ambitiously, teaching ethics in science might make students better people in the sense of making them more virtuous or otherwise more likely to implement normatively right choices.

Author: Carol Vincent

Publisher: Routledge

ISBN: 9781134433483

Category: Education

Page: 240

View: 571

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This book answers key questions regarding social justice in education. Its central theme is how the education system, through its organization and practices, is implicated in the realisation of just or unjust social outcomes. In particular, the writers examine the ways in which the identities of individuals and groups are formed and transformed in schools, colleges and universities. The book contains examples drawn from early years through to higher education. It has a dual focus, addressing: * theoretical debates in social justice, including how the concept of social justice can be understood, and theoretical issues around social capital, and class and gender reproduction * the formation of learner identities focusing on how these are differentiated by class, ethnicity, gender, sexuality and (dis)ability. Carol Vincent has assembled a wide-ranging collection of lucidly argued essays by a panel of internationally respected contributors. The authors draw on their current and recent research to inform their writing and so theory is balanced with extensive empirical evidence. Therefore the debates continued here have implications for policy and practice, as well as being theoretically and analytically rich. This book will provide unrivalled coverage of the subject for researchers, academics, practitioners and policymakers in education.
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Moral Education

375–76 ; social behavior and affiliation , 377 , 424 ; social justice framed by , 420–21 ; stereotypes , 434 ; stewardship concept within , 436–37 ; worship practices , 375 , 376–77 ; worship within schools , 376.

Author: F. Clark Power

Publisher: Greenwood Publishing Group

ISBN: 0313336474

Category: Education

Page: 596

View: 692

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This work delves into the topic of moral education in America's K-12 schools. Following an introductory historical chapter, it analyzes salient topics and notable leaders in the field of moral education. It treats the issues thoroughly and fairly, providing a heightened understanding of both the major and minor themes in moral education.
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Handbook of Moral and Character Education

As a term used by many in education, “social justice” has worked its way into the mainstream discourse and is often indistinguishable as a political concept from character educators' and others' virtue based discussions about the need ...

Author: Larry Nucci

Publisher: Routledge

ISBN: 9781136293122

Category: Education

Page: 554

View: 464

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There is widespread agreement that schools should contribute to the moral development and character formation of their students. In fact, 80% of US states currently have mandates regarding character education. However, the pervasiveness of the support for moral and character education masks a high degree of controversy surrounding its meaning and methods. The purpose of this handbook is to supplant the prevalent ideological rhetoric of the field with a comprehensive, research-oriented volume that both describes the extensive changes that have occurred over the last fifteen years and points forward to the future. Now in its second edition, this book includes the latest applications of developmental and cognitive psychology to moral and character education from preschool to college settings, and much more.
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The Culture of Justice

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it.

Author: Patterson Du Bois

Publisher: Palala Press

ISBN: 1354594819

Category:

Page: 302

View: 985

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This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
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