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ERIC Number: ED505274
Record Type: Non-Journal
Publication Date: 2009-May-16
Pages: 25
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: N/A
A Critical Analysis of Literature on Social Justice Curriculum: Avoiding Historical Amnesia
Hartlep, Nicholas D., Ed.
Online Submission
The purpose of this critical analysis is to gain quantitatively greater statistical accuracy synthesizing past empirical studies conducted on the topic of social justice curriculum (hereafter SJC) with similar research foci, but dissimilar research questions. Currently there is a clarion call for further quantitative research to be conducted on the topic of SJC. According to Matsumoto (1994) quantitative educational research typically adheres to one of the following two paradigms: (1) universalistic (etic) view, or (2) relativistic (emic) view. Three studies were critically analyzed. Sample sizes varied between the studies from as small as n = 12 to as large as n = 55. Only one study provided sufficient data/information needed to calculate effect size and thus, was the only study statistically analyzed in this critique. Given the conclusory findings of this critical analysis, current understandings have been promoted. It appears that an effective SJC should consist of, but should not and cannot be limited to the following elements: (1) the preparation for college; (2) the questioning of current educational practices; (3) the unlearning of "common sense beliefs;" (4) the teaching of racial consciousness; (5) the teaching of multicultural awareness; (6) being delivered in such a way that the teacher and students are of equal status; and (7) the valuing of cooperation and collaboration. The following is appended: (1) Hand-Calculations for Effect Size(s) (ES) for Cross-Racial Contact study; (2) Interpretation of Cohen's; and (3) Three Selected (High School) Social Justice Curricula/Programs. (Contains 2 tables and 5 footnotes.)
Publication Type: Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A