WE START WITH A

QUESTION
What is Theoretically Specific?
• Involves theoretical positions that are connected
to specific leftist and/or radical mov...
“Multicultural education acknowledges and
affirms the multiple identities that students
bring to their learning” (Bode, 20...
Bank’s (1979) 5 Dimensions of
Multicultural Education
Content
Integration
The infusion of
various cultures
and ethnicities...
A new relationship between teacher,
student and society:
Achieving Social Justice through Education
 What social conditio...
Critical Pedagogy:
Understanding the Relationship between
Education and Society
McLaren (1996, 1997) defines critical peda...
Cultural Studies:
A Parallel to Multiculturalism and Critical
Pedagogy
Hytten (2006) writes “among its goals are to unders...
DID THAT ANSWER THE

QUESTION
References
•

Johnson, L. (2003). Multicultural Policy as Social Activism: redefining who ‘counts’ in multicultural
educat...
Photo Credits
•
•

•

•

Raised hands: http://planetgreen.discovery.com/workconnect/images/2009-04/raised-hands.jpg
Boy Th...
The Fourth Strand of Social Justice: Theoretically Specific
The Fourth Strand of Social Justice: Theoretically Specific
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The Fourth Strand of Social Justice: Theoretically Specific

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This presentation was given to the IT3 Doctoral Cohort's Social Justice course in the summer of 2012. The presentation described the fourth strand of social justice through three prominent theoretical specific discourses in education: multiculturalism, critical pedagogy, & cultural studies.

Published in: Education, Spiritual
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  • The Fourth Strand of Social Justice: Theoretically Specific

    1. 1. WE START WITH A QUESTION
    2. 2. What is Theoretically Specific? • Involves theoretical positions that are connected to specific leftist and/or radical movements within academia – The meaning of social justice may be interpreted differently within each of them • Three more prominent theoretical specific discourses in education 1. Multiculturalism 2. Critical Pedagogy 3. Cultural Studies
    3. 3. “Multicultural education acknowledges and affirms the multiple identities that students bring to their learning” (Bode, 2005).
    4. 4. Bank’s (1979) 5 Dimensions of Multicultural Education Content Integration The infusion of various cultures and ethnicities into the curriculum Knowledge Construction Process Students critiquing social positioning of groups and knowledge presentation Prejudice Reduction Lessons & activities which assert positive images of ethnic groups and intergroup relations Equitable Pedagogy Empowering School Culture and Social Structure Modification of teaching styles to ensure academic achievement for all students The restructuring of institutional practices to create access for all groups
    5. 5. A new relationship between teacher, student and society: Achieving Social Justice through Education  What social conditions gave rise to the earliest forms of multicultural education? 1920s – 1930s: Intercultural movement 1940s – 1950s: Intergroup movement 1960s: Civil rights struggles 1968: Pedagogy of the Oppressed  How does social justice address these issues? Racism White supremacy  Power, Privilege and Opportunity
    6. 6. Critical Pedagogy: Understanding the Relationship between Education and Society McLaren (1996, 1997) defines critical pedagogy as “A term associated with teaching strategies sensitive to the effects of relations of power based on race, gender, ethnicity and so forth on learning and consciousness formation” (Morrow and Torres, 2002, p. 1). Critical pedagogy provides a basis to challenge racism and other forms of oppression for students to be able to rethink how the relationships between dominant and subordinate groups are formed in order to transform social systems and structures.
    7. 7. Cultural Studies: A Parallel to Multiculturalism and Critical Pedagogy Hytten (2006) writes “among its goals are to understand the relationship between power and knowledge, to look at how power gets symbolically and representationally reproduced, to challenge disempowering social practices, and to provide resources for resistance and social transformation.”
    8. 8. DID THAT ANSWER THE QUESTION
    9. 9. References • Johnson, L. (2003). Multicultural Policy as Social Activism: redefining who ‘counts’ in multicultural education. Race Ethnicity and Education, 6, (2), 107 -121. doi: DOI: 10.1080/1361332032000076436. Retrieved from http://academos.ro/sites/default/files/bibliodocs/1311/ree_6_2.pdf • Banks, J.A. (1993). Multicultural Education: Historical Development, Dimensions and Practice. Review of Research in Education: 19, pp. 3-49. Retrieved from http://inclusion4u.com/PDFs/5105%20Multicultural%20Education%20HQ.pdf • Freire, P. (2000). Pedagogy of the oppressed, 30th anniversary edition. New York: Continuum. • Hytten, K., & Bettez, S.C. (2011). Understanding Education for Social Justice. Educational Foundations, Winter-Spring 2011. • Morrow, R.A., Torres, C.A. (2002). Reading Freire and Habermas: Critical Pedagogy and Transformative Social Change. Teachers College Press, New York, New York. Retrieved from http://books.google.com/books? hl=en&lr=&id=Mxge8wUpd7EC&oi=fnd&pg=PR7&dq=foundational+principles+of+critical+pedagog y&ots=NTOp4aWuW3&sig=_0sMHX-fB9QzMhn8-Hh8v5aUbyk#v=onepage&q=foundational %20principles%20of%20critical%20pedagogy&f=false
    10. 10. Photo Credits • • • • Raised hands: http://planetgreen.discovery.com/workconnect/images/2009-04/raised-hands.jpg Boy Thinking 1: http://www.crazytownblog.com/.a/6a012876c6c7fb970c014e887d81429 70d-800wi Pedagogy of the Oppressed Book Cover: http://libcom.org/files/images/library/pedagogy_of_the_oppressed %5B1%5D.jpg Boy Thinking 2: http://jl10ll.files.wordpress.com/2011/06/boywishing1.jpg
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