Locating Social Justice Issues in Middle Years Classes: Not All Pumpkins Are Orange
Notice bibliographique
Résumé
This qualitative study utilizes narrative inquiry to consider how difference and equity are experienced and represented in middle years classes and to link teachers’ concepts of curriculum to that experience and representation. The inquiry is grounded in a case study of interactions among students and between students and teacher in a grade six classroom in a Canadian city. Additionally, interviews with the grade six teacher and with four other teachers, who had a commitment to including social justice issues in the curriculum, develop the relationship of teachers’ curriculum concepts to teaching for social justice. The implications of that relationship for classrooms and schools of education are explored. The study is formed by its problem: How can we teach meaningfully about social justice issues in middle years classrooms? Teaching for social justice is interpreted broadly as including both formal and social curriculum. Naming and engaging with difference are required for such teaching. Taking up our differences and resisting representations that marginalize may build equity in our schools. Equity concerns access to rights and difference concerns the recognition of the specificities of identity. How social justice issues are located, that is found, in the middle years milieu and how they are located, that is given a place, in middle years classes are addressed. Middle years students’ need for “fairness” was found to be a potential location for working with social justice issues. It was found that constructing locations to address social justice issues involve both personal and curriculum choices made by teachers, in response to students and to institutional structures and the social context. The initial analysis suggested that teaching for social justice cannot simply be mandated. The need for structured ongoing conversations with students and for curricular support when teaching social justice issues was meaningful to the teachers in the study. The implications of this study’s orientation to social justice for classroom teachers and for teacher educators include working reflectively with narratives of experience and connecting the personal and the social contexts of experience. For teacher educators it involves working for philosophical, structural and curricular change in our institutions.
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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 | 0,001 | 0,000 |
| 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 | 0,002 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 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 ».