Peer reviewed
Direct linkERIC Number: EJ1247361
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1538-750X
EISSN: N/A
Practicing Social Justice Education through Solidarity and Connection
Woodrow, Kelli
Curriculum and Teaching Dialogue, v20 n1-2 p45-59 2018
In this ethnographic case study, the researcher examines the school-wide and everyday practices of two social justice educators situated within a school designed around social justice and equity. Findings suggest that fundamental to the social justice work permeating the school is an emphasis on solidarity and connection. Social justice educators may benefit from everyday school and classroom examples of practices and perspectives that promote social justice through a foundation in connection and solidarity.
Descriptors: Social Justice, Multicultural Education, Critical Theory, Advocacy, Group Unity, Cooperation, Catholic Schools, Urban Schools, Small Schools, Low Income Students, Bilingual Education, English (Second Language), Elementary School Teachers, Educational Environment, Classroom Environment, Student Behavior, Classroom Techniques, Service Learning, Homework, Parents as Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
