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Showing 46 to 58 of 58 results Save | Export
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Ng, Jennifer; Esposito, Phyllis – SoJo Journal: Educational Foundations and Social Justice Education, 2016
Qualitative research about poverty has the unique potential to inform educational practitioners who work with poor youth and their families. According to Van Maanen's (2011) classification of different audiences that engage with ethnography, however, most educators are "general readers" unfamiliar with such inquiry. To consider the…
Descriptors: Poverty, Teacher Attitudes, Faculty Development, Ideology
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Boske, Christa; Osanloo, Azadeh F.; Newcomb, Whitney Sherman – SoJo Journal: Educational Foundations and Social Justice Education, 2016
This article explicates the interconnectivity of intercultural and multicultural education theory and practice through a new conceptual model (i.e., micro/macroaggression ecological conceptual model) focusing on the intersections of dominant norms and values, macro/microaggressions, social justice pedagogies, and sensemaking. We describe the…
Descriptors: Social Justice, Social Bias, Multicultural Education, Equal Education
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Haan, Jennifer; Lozano, Roberto; López-Askin, Amanda; Melendez, Marlene – SoJo Journal: Educational Foundations and Social Justice Education, 2016
The central aim of this article is to explore the intersecting voices and experiences of 4 educational leadership doctoral students in a social justice program at a Hispanic serving institution in the Southwest. The 4 doctoral students engaged in conversations regarding their lived experiences and about the relationship between social justice and…
Descriptors: Graduate Students, Doctoral Programs, Student Attitudes, Student Experience
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Sams, Brandon L.; Dyches, Jeanne – SoJo Journal: Educational Foundations and Social Justice Education, 2016
Reflection is a vital process in teacher preparation and development. Dewey (1933) pioneered the concept of pedagogical reflection, an iterative process examining the pragmatic aspects of teaching through querying one's pedagogical choices, embracing doubt, and adjusting instruction to promote student achievement. Scholars have since offered a…
Descriptors: Reflection, Reflective Teaching, Academic Standards, Preservice Teachers
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Warner, Connor K.; Nash, Kindel Turner; Thomas, Rhianna; Bell, Clare; Strekalova-Hughes, Ekaterina; Panther, Leah; Atiles, Julia – SoJo Journal: Educational Foundations and Social Justice Education, 2016
Cochran-Smith (2003) argued that a major problem with efforts to reform both teaching and teacher preparation is a failure by many stakeholders to comprehend the "unforgiving complexity of teaching." Much of the discourse of educational policy and reform, both then and now, conceptualized teaching as a relatively simple process of…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Educational Change, Teacher Educators
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Esposito, Jennifer; Irving, Miles Anthony; Bartone, Michael; Harmon, Brian; Stokes, Romero – SoJo Journal: Educational Foundations and Social Justice Education, 2015
This phenomenological study explored 13 African American men's experiences of masculinity. We examined how participants defined masculinity, who and what contributed to their understandings, and how they experienced construction of masculine identities within the context of social class and sexuality. Results showed that, despite challenges, the…
Descriptors: African Americans, Males, Masculinity, Barriers
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Becker, Katherine; Miller, Libbi – SoJo Journal: Educational Foundations and Social Justice Education, 2015
Family literacy initiatives are historically rooted in positivism. In relationship to family literacy, the positivist paradigm is dangerous, as it strips the participants of power and removes their opportunities for voice. In response, a socially just approach to family literacy intervention is offered here. This approach embraces the context of…
Descriptors: Family Literacy, Social Justice, Intervention, Power Structure
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Shields, Carolyn M. – SoJo Journal: Educational Foundations and Social Justice Education, 2015
Given the increasingly hostile and contested nature of education today, it is important to examine the development of the field of educational administration in order to understand how historic perspectives have held the field firmly anchored in some of the technical and scientific traditions of the past and how difficult it has been to introduce…
Descriptors: Transformational Leadership, Social Justice, Educational Administration, Equal Education
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Smith, Kevin; 'Otunuku, Mo'ale – SoJo Journal: Educational Foundations and Social Justice Education, 2015
In this article, we discuss "heliaki," the use of metaphoric language in Tonga (Kaeppler, 2007), and its relationship to literacy. Viewing "heliaki" through the lens of critical literacy (Freire & Macedo, 2005), we argue that performances of "heliaki" not only represent an indigenous approach to reading and…
Descriptors: Literacy, Foreign Countries, Figurative Language, Indigenous Knowledge
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Hill, Dave; Monzó, Lilia D.; Agostinone-Wilson, Faith – SoJo Journal: Educational Foundations and Social Justice Education, 2015
In this essay, we provide a Marxist perspective in response to the surge of neoliberalism within the past few decades and its current assault on education at a global scale. We place particular emphasis on England and the United States. Drawing on Antonio Gramsci (1971), among other scholars, we provide a theoretical discussion of how ideology is…
Descriptors: Neoliberalism, Ideology, Resistance (Psychology), Foreign Countries
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Lupinacci, John; Happel-Parkins, Alison – SoJo Journal: Educational Foundations and Social Justice Education, 2015
This article introduces the main tenets of an ecocritical framework in social and cultural foundations of education; specifically, it explores how scholar-activist, EcoJustice educators work to actively deconstruct and reconstitute basic, foundational cultural assumptions that currently frame education within the United States. The article asserts…
Descriptors: Social Justice, Elementary Secondary Education, Higher Education, Foundations of Education
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Malott, Curry; Ford, Derek R. – SoJo Journal: Educational Foundations and Social Justice Education, 2015
This article develops the foundations of a revolutionary Marxist social studies education, which can better equip students and workers to push toward the socialist transformation of society. We demonstrate the processes by which today's educational system developed in the transition from the era of manufacturing to the era of industry, linking the…
Descriptors: Social Studies, Political Attitudes, Social Systems, Foreign Countries
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Martin, Adrian D.; Strom, Kathryn J. – SoJo Journal: Educational Foundations and Social Justice Education, 2015
More than a decade into the 21st century, educators, activists and scholars continued to advocate for school policies and teaching practices that foster social justice and eradicate entrenched inequalities crossing economic, racial, gender, and linguistic lines. While the volume of research calling for, and documenting, social justice and…
Descriptors: Neoliberalism, English Language Learners, Second Language Learning, English (Second Language)
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