NotesFAQContact Us
Search Tips
ERIC Number: ED509581
Record Type: Non-Journal
Publication Date: 2010-May-3
Pages: 29
Abstractor: As Provided
Reference Count: 69
A Critical Analysis of the Common Elements of a High School Social Justice Curriculum: Quantitative Research vs. Qualitative Research
Hartlep, Nicholas Daniel
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (AERA) (Denver, CO, May 3, 2010)
The topic of this article is high school social justice curriculum [SJC]. Three socially-just focused studies were critically analyzed. Sample sizes in these studies varied from n = 12 to n = 55. It is the author's belief, based on the research of others (Kerssen-Griep & Eifler, 2008) that an effective SJC should consist of 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) the delivery of material in a manner that makes the teacher and students of equal status, and (7) the valuing of cooperation and collaboration. Three appendixes are included: (1) Three Selected (High School) Social Justice Curricula/Programs; (2) Interpretation of Cohen's d; and (3) Hand-Calculations for Effect Size(s) (ES) for Cross-Racial Contact Study. (Contains 2 tables and 5 notes.) [This research was supported by a University of Wisconsin-Milwaukee Graduate Student Travel Grant and an AERA Division K Graduate Student Representative Travel Honorarium.]
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A