Introduction: Social Justice Talk and Social Justice Practices in the Contemporary University

Goodwin, Susan; Proctor, Helen

doi:10.1007/978-3-030-26484-0_1

Cited by 3 publications

(3 citation statements)

References 30 publications

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“…As a philosophy of education, social justice contests social, cultural, and economic inequalities and guarantees inclusive education for all (Goodwin & Proctor, 2019;Lamb, Hatoss, & O'Neill, 2019). Education thus constitutes a powerful tool of social change where teachers act as transformative intellectuals (Giroux, 2010) immersed in civic engagement (Freire, 1994) and action (Byram, 2008) to deconstruct and disrupt hegemonic systems.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Ethnic equity, Mapudungun, and CLIL

Banegas

2022

AILA

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Since 2006, the Argentinian system of education has included intercultural bilingual education, a type of education across kindergarten, primary, and secondary education that guarantees the indigenous peoples’ right to receive quality and equitable education which preserves and strengthens their cultural practices, language, cosmovision, and ethnic identity in a multicultural society. In the province of Chubut, southern Argentina, the Ministry of Education launched a professional development program targeted at primary school teachers working in small town and rural areas with students ethnically associated to the Mapuche peoples and their language, Mapudungun. The aim of this paper is to examine how a group of four teachers understood and implemented CLIL in relation to ethnic equity and socially just education in a semi-rural area of Chubut. Framed as a case study, data were collected in 2021 and 2022 through group discussions, journal diaries, and arts-based methods. Data came from four primary school teachers as well as the program facilitator. By means of quality content analysis, the findings show teachers’ understanding of CLIL as an inclusive and equitable approach that can help promote ethnic identity and ethnolinguistic vitality.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Ethnic equity, Mapudungun, and CLIL

Banegas

2022

AILA

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“…The underlying idea is that young people should be equipped with the right knowledge and skills in order to become the sustainability stewards of the future (Amsler & Facer, 2017;Holfelder, 2019). Second, the conceptualization of justice in educational research has for a long time only included the interests of human beings (Goodwin & Proctor, 2019). As a response to the first tendency, educational scholars like Casey & Asamoah (2016) and Pritchard & Gabrys (2016) have increasingly begun to underline the pivotal role of non-formal adult education due to the high urgency of issues like anthropogenic litter pollution.…”

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confidence: 99%

Towards a post-humanist design for educational inclusion

Swillens,

Decuypere,

Vandenabeele

et al. 2023

RELA

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In this contribution to the special issue on adult education, inclusion and justice we discuss how an inclusive pedagogy can foster a more just way of inhabiting litter polluted living environments, in which the interests of both human and non-human dwellers are taken into consideration. More precisely, we theorize how arts can function as study material and enable a collective sensitivity for the ways in which (non-)human entities (e.g., fishermen, seals, birds, litter pickers, tourists, plastic producers) constitute a ‘sick’ habitat. Based upon our theory-driven participatory action research with adult inhabitants of the litter polluted Belgian coast, we conclude that a study pedagogy has the power to constitute collective events of emancipation in which inhabitants of damaged living environments can start to inhabit these places, i.e., they become (more) attentive to the reciprocal relationships with other human and non-human entities and respond accordingly with care towards these entanglements.

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“…More critical positions in adult education research have referred to the intersectionality of exclusionary mechanisms such as race, gender, class, age and disability and how this has impacted on the experiences of adult learners (Merrill & Fejes, 2019). In recent times this basic inspiration is also being complemented by post-humanist, new materialist and indigenous discourses, claiming the inclusion of non-human actors in reflections and practices of education (Goodwin & Proctor, 2019, Lange, 2023.…”

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confidence: 99%

Editorial: Inclusion, adult education and social justice

Wildemeersch,

Guimarães,

Fejes

2023

RELA

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Policies and practices of inclusion in diverse fields in society have received increasing attention in recent years. Initially, the notion of inclusion was almost exclusively related to the (enhancement) of participation of disabled persons through educational initiatives. In recent decades however, the focus of inclusion policies and practices has systematically broadened, encompassing individuals and groups that are deemed to be in high risk of vulnerability or marginalization, such as persons living under the conditions of migration, unemployment, disability, insufficient literacy skills, disadvantaged communities or poverty, etc. The term social inclusion 'has become a broad spectrum policy organizing and action concept that encompasses all forms of social exclusion and marginalization with a strong poverty-reduction and youthunemployment focus' (Peters & Besley, 2014, p. 108). This widening of scope has been enhanced by the growing interest of international organizations such as UNESCO, OECD, the World Bank and the European Union, but also national governments, that have increasingly become worried about the persistent exclusion of large numbers of individuals and groups from diverse societal domains both in the Global North and South. Policies initially had mainly a welfare character. Later these policies were also enlarging their scope and have fostered a broader understanding of inclusion. In line with this, inclusion has now become part of the discourse of policies and practices such as education, social work, employment, sports and recreation, politics and even in the world of banking fostering 'digital inclusion'. It is connected to discourses on lifelong learning, social cohesion and integration, activation, widening participation, equality/equity, democracy and social justice. Initiatives of inclusion are often a response to processes of social exclusion that can be described as a rupturing of social bonds, which is

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Introduction: Social Justice Talk and Social Justice Practices in the Contemporary University

Cited by 3 publications

References 30 publications

Ethnic equity, Mapudungun, and CLIL

Ethnic equity, Mapudungun, and CLIL

Towards a post-humanist design for educational inclusion

Editorial: Inclusion, adult education and social justice

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