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作者 North, Connie E
書名 Teaching for "social justice"? Exploring the meanings, implications, and promise of education's latest catchphrase
說明 424 p
附註 Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1309
Advisers: Stacey Lee; Simone Schweber
Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007
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
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
School code: 0262
Host Item Dissertation Abstracts International 68-04A
主題 Education, Curriculum and Instruction
Education, Philosophy of
Alt Author The University of Wisconsin - Madison
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