The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
Five Essential Components for Social Justice Education
Abstract
The question of how to teach effectively from a clear social justice perspective that empowers, encourages students to think critically, and models social change has been a consistent challenge for progressive educators. This article intends to shed light on this issue by demonstrating how educators can utilize a social justice pedagogical lens to treat their content in ways that meet their commitment to empowering education. Specifically, this article clarifies what social justice education is by introducing readers to five key components useful in teaching from a social justice perspective: tools for content mastery, tools for critical thinking, tools for action and social change, tools for personal reflection, and tools for awareness of multicultural group dynamics. While no pedagogical approach is a panacea, this approach offers readers five specific areas to focus on in their teaching and their efforts at working toward social justice in their classrooms.
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Cites
Teaching to transgress: education as the practice of freedom
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Other people's children: cultural conflict in the classroom
(1995) · Choice Reviews Online · doi:10.5860/choice.32-6344 · Cited by 3,898
Affirming Diversity: The Sociopolitical Context of Multicultural Education.
Gordon, B. M., & Nieto, S. (1992) · The Journal of Negro Education · doi:10.2307/2295263 · Cited by 3,466
Other people’s children: Cultural conflict in the classroom
Delpit, L. (1995) · College Composition and Communication · doi:10.2307/358724 · Cited by 2,502
(1999) · Medical Entomology and Zoology · Cited by 2,460
Culturally responsive teaching: theory, research, and practice
(2000) · Choice Reviews Online · doi:10.5860/choice.38-1683 · Cited by 2,270
Teaching Community: A Pedagogy of Hope
hooks, B. (2003) · Cited by 2,050
Empowering education: critical teaching for social change
(1993) · Choice Reviews Online · doi:10.5860/choice.30-4530 · Cited by 1,494
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Cited by
Baldwin, S. C., Buchanan, A. M., & Rudisill, M. E. (2007) · Journal of Teacher Education · doi:10.1177/0022487107305259 · Cited by 395
Difference Matters: Teaching Students a Contextual Theory of Difference Can Help Them Succeed
Stephens, N. M., Hamedani, M. G., & Townsend, S. S. M. (2019) · Perspectives on Psychological Science · doi:10.1177/1745691618797957 · Cited by 45
Politics Without “Brainwashing”: A Philosophical Defence of Social Justice Education
Bialystok, L. (2014) · Curriculum Inquiry · doi:10.1111/curi.12047 · Cited by 43
Using a social justice approach to decolonize an engineering curriculum
Winberg, S., & Winberg, C. (2017) · 2017 IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon.2017.7942855 · Cited by 43
Mueller Worster, A., & Rohde, L. (2020) · The Social Studies · doi:10.1080/00377996.2020.1736489 · Cited by 5
Metadata
- Authors
- Hackman, H. W.
- Venue
- Equity & Excellence in Education
- Publisher
- Informa UK Limited
- Published
- 2005-05
- Volume
- 38
- Issue
- 2
- Pages
- 103-109
- ISSN
- 1066-5684 (ISSN-L)
- 1547-3457
- OpenAlex
- W2158873107
- Cited by
- 391
- References
- 23
- FWCI
- 11.13
- Type
- journal article
- Language
- en
- Open access
- closed
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