Details

Subject(s)

• Social justice and education [Browse]
• Culturally relevant pedagogy [Browse]

Editor

Information Resources Management Association [Browse]

Series

• Critical explorations (IGI Global) [More in this series]
• Critical explorations
• Gale eBooks

Summary note

"This 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"-- Provided by publisher.

Notes

"Volume I: 1-547; Volume II: 548-1102; Volume III: 1103-1673"--Index, page xxvi.

Bibliographic references

Includes bibliographical references and index.

System details

Mode of access: World Wide Web.

Source of description

Description based on print version record.

Contents

• Volume I. Section 1. Fundamental concepts and theories. Chapter 1. Bourdieu's habitus for academicians: is social justice for academicians only a fancy phrase in the 21st century? ; Chapter 2. Managing bias in teacher preparation in higher education ; Chapter 3. Social foundations of education and service-based field experiences: critical foundations for socially just educators ; Chapter 4. Education, community, and social engagement: re-imagining graduate education ; Chapter 5. Imagination, action, and justice: trends and possibilities at the intersection of organizational communication and social justice ; Chapter 6. Education for citizenship and identities ; Chapter 7. Social justice in social work: preliminaries
• Section 2. Development and design methodologies. Chapter 8. Perpetuating social injustice through neglecting the voices of the non-unionized teachers: an analysis from the Rawlsian perspective ; Chapter 9. A grand challenge: facilitating service-learning for social justice ; Chapter 10. Advocacy and teacher mentoring ; Chapter 11. Using learner centered pedagogy and social justice pedagogy in post-secondary technical and professional communication writing courses ; Chapter 12. Preparing college students to facilitate action civics among K-12 students ; Chapter 13. Beyond Anne Frank: exploring the aesthetics in children's and young adult literature to develop critical literacy practices in the content classroom ; Chapter 14. Strategies for engaging hispanic/latino youth in the US in computer science ; Chapter 15. Pedagogical approaches and service-learning in teacher preparation ; Chapter 16. The 'new paradigm' of the sociology of childhood: reflections on social justice through the Italian alternative pedagogies ; Chapter 17. Service-learning with students with exceptionalities: a commitment to inclusion in general education teacher preparation ; Chapter 18. Doing service-learning on the ground in diverse K-12 communities: the critical importance of being there ; Chapter 19. Connecting pedagogy, preparation, and passion: an engaging approach to preparing leadership and advocacy skills in pre-service teacher education ; Chapter 20. Inclusive pedagogical practices in online courses ; Chapter 21. From theorizing in the ivory tower to creating change with the people: activist research as a framework for collaborative action ; Chapter 22. Theorizing Young people's perceptions of their citizenship identity ; Chapter 23. Myth busting: low-income Latinx immigrant parental involvement ; Chapter 24. The self-fulfilling prophecy of teacher perception on low achievers ; Chapter 25. Advocacy and risk: race, class, and the outsider ; Chapter 26. Student-teachers reflecting on student diversity in schools and their future role as teachers ; Chapter 27. Service learning: the essence of social inclusivity through transformational education ; Chapter 28. Preparing pre-service early childhood candidates for diverse classrooms: the open doors program ; Chapter 29. Addressing critical multiculturalism in online education using a poly-framework approach
• Section 3. Tools and technologies. Chapter 30. Ensuring social justice for English language learners: an innovative English as a second language (ESL) endorsement program ; Chapter 31. Policy and research on citizenship education in the United Kingdom (1998-2018) ; Chapter 32. Finding their voice: action research and autoethnography in inclusive teacher preparation
• Volume II. Chapter 33. Parent engagement through abriendo caminos/opening pathways: giving back to the community through teaching ; Chapter 34. Using social-situational learning to create career pathways into community college leadership ; Chapter 35. A liberating curricula as a social responsibility for promoting social justice and student success within the UK higher education institution (HEI) ; Chapter 36. Dismantling Eurocratic practices in teacher education: a preservice program focused on culturally relevant, humanizing, and decolonizing pedagogies ; Chapter 37. Designing counter-narratives: constructing culturally responsive curriculum online ; Chapter 38. Culturally responsive practices in educational environments: the power of caring and relationship building ; Chapter 39. A pedagogy of promise: critical service-learning as Praxis in community-engaged, culturally responsive teacher preparation ; Chapter 40. Social ecology of engaged learning: contextualizing service-learning with youth ; Chapter 41. Finnish education: an ambiguous Utopia? ; Chapter 42. Ready together: professional development for educators working with students in immigration crisis ; Chapter 43. Moving toward culturally restorative teaching exchanges: using restorative practices to develop literacy across subject area-content ; Chapter 44. Framing and exposing community issues through video participatory research: an emerging approach for adult education ; Chapter 45. Using personal learning environment (PLE) management to support digital lifelong learning
• Section 4. Utilization and applications. Chapter 46. Lawrence2College: a mentoring initiative ; Chapter 47. Integrating critical pedagogy with teaching statistics for social justice ; Chapter 48. The role of culturally responsive teacher to ensure social justice in education ; Chapter 49. Social justice and inclusion of children with diverse needs in mainstream schools ; Chapter 50. Education for justice-oriented and participatory citizenship in a politicized era in Hong Kong ; Chapter 51. Enhancing intercultural competency though co-curricular activities in higher education: three examples from an American university ; Chapter 52. Lessons learned from 15 years of service-learning: implications for practice for teacher education programs ; Chapter 53. Moving toward a third generation of medical education: integrating transformational learning principles in health professions education ; Chapter 54. Preparing globally competent educators through critically engaging in service-learning ; Chapter 55. Peacebuilding as a means to global citizenry ; Chapter 56. Promoting access and success for disadvantaged students in Indonesian basic education: social justice in education ; Chapter 57. Teaching for diversity online: a teacher educator's perspective ; Chapter 58. The convergence of critical pedagogy with arts-based service-learning ; Chapter 59. A reimagined EdD: participatory, progressive online pedagogy ; Chapter 60. Culturally and linguistically responsive practice: a transformative pedagogical model for equity and access ; Chapter 61. A decolonizing study abroad program in Mexico for pre-service teachers: taking on the cultural mismatch between teachers and students ; Chapter 62. Flying faster than the birds and the bees: toward a sex-positive theory and practice in multicultural education
• Volume III. Chapter 63. The Aotearoa New Zealand curriculum Te Wh♯riki as a basis for developing dispositions of inclusion: early childhood student teachers partnering with families as part of their pedagogical practice ; Chapter 64. Voices in the desert: black women faculty in the American Southwest ; Chapter 65. Service-learning field experiences to build intercultural competence: teaching and learning on the U.S.-México border
• Section 5. Organizational and social implications. Chapter 66. Developing social justice and inclusion competencies through semi-structured reflection papers ; Chapter 67. Capabilities-based transformative online learning pedagogy for social justice ; Chapter 68. Maintaining a socially just classroom: ethical decision-making for student engagement as a positive outcome ; Chapter 69. Implementing restorative processes to mediate conflict and transform urban schools ; Chapter 70. Sowing seeds of justice: feminists' reflections on teaching for social justice in the Southwest ; Chapter 71.
• Transformation and social justice in South African higher education: an unequal turf ; Chapter 72. Family literacy and social justice: using storytelling to develop bilingual identities ; Chapter 73. Dealing with the elephant in the classroom: reflections from a graduate course that argues that race still matters in service learning! ; Chapter 74. Thinking globally about social justice ; Chapter 75. Moving urban students beyond online public voices to digital participatory politics: a teacher's journey shifts direction ; Chapter 76. The importance of teacher education in global education ; Chapter 77. HIV education for learners in Zambian Catholic schools: a social justice perspective ; Chapter 78. Building inclusivity through connections with community archives ; Chapter 79. Pedagogical values in online and blended learning environments in higher education ; Chapter 80. "I see myself in them": understanding racialized experiences of students of color through critical race service-learning ; Chapter 81. Educational reform ; Chapter 82. Revolutionizing education ; Chapter 83. The need for promoting and developing cultural competency in future teachers ; Chapter 84. Education for citizenship in the latin American context ; Chapter 85. Exploring the impact of service-learning on literacy teachers' self-reported empathy
• Section 6. Managerial impact. Chapter 86. The role of university leadership in advocating social justice in South African higher education ; Chapter 87. The "double-whammy" of being black and a woman in higher education leadership ; Chapter 88. Effectively managing bias in teacher preparation
• Section 7. Critical issues and challenges. Chapter 89. The use of indigenous people's pedagogic way of learning for preschool and school teachers: critical analysis through the lens of the theory of social justice ; Chapter 90. STEM for all: the importance of parent/school/community partnerships across the K-12 pipeline and beyond ; Chapter 91. Visual rhetoric: a multi-disciplinary review of recent literature ; Chapter 92. Field-based learning for minority educators: developing situationally relevant self-awareness practices in the field experience ; Chapter 93. Social mobility in the uk's higher education sector: a critical review.

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Other format(s)

Also available in print.

ISBN

• 9781799877509 (electronic book)
• 1799877507 (electronic book)

OCLC

1257322384

Doi

10.4018/978-1-7998-7706-6

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