Browse Books by Keyword: "Social Justice"

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Visibility in Virtual Space
Visibility in Virtual Space

Along with the increased diversification of the U.S. public education system as well as the United States as a whole (NCES, 2018) comes an increase in the number of institutions of higher education that are implementing mandatory diversity courses in…

Willing to Turn to The Body
Willing to Turn to The Body

Formal education contexts in general, but higher education in particular, including teacher education, tend to privilege cognitive, intellectual ways of knowing. As Lawrence (2012) notes, “...learning is perceived as something we do in our head…

The Pedagogy of Learner Agency
The Pedagogy of Learner Agency

In this chapter, we will describe the concept of agency and why it is vitally important to learning both from an educational context and from the point of view of the social good. This is a timely discussion given the problems we have in a world that…

Reconsidering Dale’s Cone: Towards the Development of a 21st Century “Cone of Experience” to Address Social Justice Issues
Reconsidering Dale’s Cone: Towards the Development of a 21st Century “Cone of Experience” to Address Social Justice Issues

With the overarching goal of understanding the full scope of recent technology trends, this position paper developed an initial framework of possible instructional technologies and their potential impact on social justice issues. To construct this fr…

Designing for Every Student: Practical Advice for Instructional Designers on Applying Social Justice in Learning Design
Designing for Every Student: Practical Advice for Instructional Designers on Applying Social Justice in Learning Design

The authors propose a social justice lens to be adopted by instructional designers in designing curricula that serves the needs of all students while working towards creating an inclusive learning environment. They provide practical recommendations f…

Designing a Virtual Learning Environment for Critical Media Literacy Education
Designing a Virtual Learning Environment for Critical Media Literacy Education

In this reflective practitioner essay, we describe our redesign of a large undergraduate course, “Education and Film” (EdFilm), which teaches Critical Media Literacy (CML) to 181 students at a large state university. Using Practitioner In…

Preparing Educators for Culturally Responsive Teaching  Through Technical Cultural Representations
Preparing Educators for Culturally Responsive Teaching Through Technical Cultural Representations

This paper describes a professional development program that is designed to prepare in-service educators for culturally responsive teaching (CRT) through practice with the development of technical representations of cultural themes in an internationa…

Learning in Diverse Educational Contexts: Bringing Social Justice when Designing Culturally Rich Learning Experiences in Brazil
Learning in Diverse Educational Contexts: Bringing Social Justice when Designing Culturally Rich Learning Experiences in Brazil

The research study aims to understand how culturally rich learning experiences in urban settings can change people’s perceptions towards social justice. The methodology used is known as research-training in cyberculture. The study takes place i…

Humanities Education in the U.S. Rural South: Design, Development, and Practice
Humanities Education in the U.S. Rural South: Design, Development, and Practice

The purpose of this paper is to present the results of a humanities education project that took place in a middle school in the rural U.S. South. Through a partnership between a state university and local school system, K-12 teachers engaged in two y…

STEM Teachers’ Designs for Learning: Addressing the Social and Political Climate During COVID-19
STEM Teachers’ Designs for Learning: Addressing the Social and Political Climate During COVID-19

This study examined how seven math and science secondary teachers addressed social justice teaching during the COVID-19 pandemic and how their instructional practices mapped onto their pedagogical intentions. Guided by trauma-informed teaching practi…