MARC 主機 00000nam 2200337 4500
001 AAI3261439
005 20080929145639.5
008 080929s2007 ||||||||||||||||| ||eng d
035 (UMI)AAI3261439
040 UMI|cUMI
100 1 North, Connie E
245 10 Teaching for "social justice"? Exploring the meanings,
implications, and promise of education's latest
catchphrase
300 424 p
500 Source: Dissertation Abstracts International, Volume: 68-
04, Section: A, page: 1309
500 Advisers: Stacey Lee; Simone Schweber
502 Thesis (Ph.D.)--The University of Wisconsin - Madison,
2007
520 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 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
590 School code: 0262
590 DDC
650 4 Education, Curriculum and Instruction
650 4 Education, Philosophy of
690 0727
690 0998
710 2 The University of Wisconsin - Madison
773 0 |tDissertation Abstracts International|g68-04A
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
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