Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education (2012) by Özlem Sensoy and Robin DiAngelo
Notice bibliographique
Résumé
Public discourse surrounding such events as the Syrian refugee crisis and 2016 United States presidential election, highlight a continuing need for educators to provide pedagogical spaces for critical conversation about contemporary global issues.These educative efforts can be complicated by gaps in students' knowledge of current events, media literacy, and critical vocabulary needed to query systemic and ideological underpinnings of persistent patterns of violence and oppression.Educators seeking a course textbook that introduces discourses of critical social justice literacy can find an encouraging resource in Is Everyone Really Equal?An Introduction to Key Concepts in Social Justice Education by zlem Sensoy and Robin DiAngelo.This volume is an addition to the Teachers College Press Multicultural Education Series, edited by James E. Banks.A wide range of students, including high school seniors, undergraduates, and pre-service teachers will find it a challenging introduction to key social justice issues and concepts.Sensoy and DiAngelo open with a discussion of critical thinking and critical theory, the pedagogical and theoretical anchors for conceptual explorations in subsequent chapters."To think critically," they write, "means to continuously seek out information that lies beyond our commonsense ideas about the world" (p. 2) and to inform oneself of the historical and cultural contexts of knowledge and socialization.Readers are encouraged to move beyond anecdotal and "popular knowledge" (p.9) to a critical examination of the social construction of knowledge and positionality.For educators steeped in critical theory and anti-oppressive teaching strategies, this call can seem obvious.However, given the authors' extensive teaching experience and encounter with resistance to social justice approaches across a broad range of public schools, private institutions, and postsecondary degree programs, they prudently make no assumptions about readers' initial critical orientations.In Chapters 3 through 8, Sensoy and DiAngelo discuss several major social justice concepts, which include prejudice and discrimination, oppression and power, privilege, invisible or institutional oppression-specifically sexism-and racism.These core chapters include boxed side notes explaining relevant vocabulary and perspective check points, alerting readers to the authors' particular point of view of a given passage and acknowledging the importance of multiple perspectives inherent to any dialogue.Each thematic chapter ends with discussion questions for further reflection on the authors' arguments, suggestions for extra activities, ideas for further reading, writing, film/media viewing, and action projects, which are easily adaptable 226
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,022 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,014 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».