Intellectual leadership for social justice

Magill, Kevin Russel; Rodríguez, Arturo

doi:10.1080/00220620.2022.2153111

Cited by 3 publications

(4 citation statements)

References 81 publications

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“…Socratic seminar can be a pedagogical tool that can help students develop social and historical analysis skills for more transformational and participatory democratic citizenship. We further argue that it is a tool for developing intellectual solidarity when purposefully designed for social justice ends Magill and Rodriguez, 2021;Magill and Rodriguez, 2022).…”

Section: Introduction and Literaturementioning

confidence: 88%

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Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Magill

2023

SSRP

Self Cite

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PurposeThe purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.Design/methodology/approachThe authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.FindingsSocratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.Practical implicationsThe authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.Social implicationsThe authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.Originality/valueThe authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

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Section: Introduction and Literaturementioning

confidence: 88%

“…We further argue that it is a tool for developing intellectual solidarity when purposefully designed for social justice ends (Magill et al. , 2022; Magill and Rodriguez, 2021; Magill and Rodriguez, 2022).…”

Section: Introduction and Literaturementioning

confidence: 99%

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Magill

2023

SSRP

Self Cite

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“…We assert that there currently exists a lack of human support for teachers and students, their intellectualism, and professionalism, which is a condition that will potentially be furthered following the pandemic if not considered by the community and greater public. Secondly, we suggest that there were and will continue to be further moves to further de-professionalize teachers in efforts to make them perfunctory purveyors of state knowledge or ineffectively deal with issues related to democracy, experience, and rhetoric in the era of Post-Truth (Magill and Rodriguez, 2022; McGrew, 2021; Milner, 2013; Magill and Rodriguez, forthcoming). Teachers’ unions have played an important role in resisting de-professionalization throughout the pandemic, collectively advocating for the health and well-being of teachers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…At stake is the reality of teaching and learning itself. Teachers and leaders can be bureaucrats and technocrats, or teachers can be understood as transformational intellectuals supported by leaders (Magill and Rodriguez, forthcoming), working in real and meaningful ways with their students to address real issues of social concern.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Rethinking the educational ecology in the wake of COVID: Intellectual solidarity, teacher prestige, and educational humanization

Edwards

Magill

2022

Policy Futures in Education

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In this conceptual article, the authors examine changes to the United States educational ecology during the COVID-19 pandemic. This article draws on contemporary and historical research to critique how K–12 school policies and educational leadership decisions are made amidst a crisis. As schools and districts continue to navigate a shifting educational context, teachers are often left out of the discussion. The authors set out to argue that teachers should be at the center of any plan to move forward and that support for teachers and humanizing approaches to teaching and learning should be at the forefront of any change. Drawing on theories of an educational ecology, the authors investigate how this moment of rapid change might be leveraged, through their exploration of future-oriented educational policies. In doing so, they highlight key areas of the educational ecology with the most potential to (re)humanize teachers' work and support the well-being of students. These include creating policies and systems of preparation and support for historically marginalized groups of teachers, advocating for a more human-centered curriculum, and taking a cautious approach to the presence of technology for instructional and pedagogical purposes. The authors conclude with a call for intellectual solidarity, increases in teacher prestige, and new visions of accountability, ideology, curriculum, and human exchange.

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Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis

Durrani,

Ozawa

2024

SAGE Open

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This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study’s contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.

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Intellectual leadership for social justice

Cited by 3 publications

References 81 publications

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Rethinking the educational ecology in the wake of COVID: Intellectual solidarity, teacher prestige, and educational humanization

Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis

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