Pedagogical Strategies for Challenging Students’ World Views

Harven, Aletha M.; Soodjinda, Daniel

doi:10.1007/978-3-319-12349-3_1

“…Social justice, according to Harven and Soodjinda (2016), encourages students and teachers to confront power and privilege found in diverse settings such as schools and communities. Reflecting from the binary first offered by Chao (1998) and my previous experiences observing student teachers, I implement social justice practices within my program.…”

Section: Social Justicementioning

confidence: 99%

Vulnerable Praxis: Memory, Latino Manhood, and Social Justice

Carrillo

¹

,

Ender

²

2019

Handbook on Promoting Social Justice in Education

0

View full text Add to dashboard Cite

Drawing from collaborative testimonios, the authors explore their identities via three themes: memory, Latino manhood, and social justice. Within these themes, the focus is on various dynamics that are situated within the authors' experiences as working-class males of color that grew up in urban spaces. Their journeys are bicoastal, as one of the authors is from the New York/New Jersey area and the other draws from his experiences on the west coast (Los Angeles, CA) of the United States. Also, the authors use music: As barrio kids, now at middle age, they have long used music to narrate, hope, change paths, and challenge violent

show abstract

The Impact of Education Policies on Black Students’ School Functioning

Harven¹

2018

The Wiley Handbook of Educational Policy

0

View full text Add to dashboard Cite

Vulnerable Praxis: Memory, Latino Manhood, and Social Justice

Carrillo

¹

,

Ender

²

2020

Handbook on Promoting Social Justice in Education

1

0

View full text Add to dashboard Cite

Drawing from collaborative testimonios, the authors explore their identities via three themes: memory, Latino manhood, and social justice. Within these themes, the focus is on various dynamics that are situated within the authors' experiences as working-class males of color that grew up in urban spaces. Their journeys are bicoastal, as one of the authors is from the New York/New Jersey area and the other draws from his experiences on the west coast (Los Angeles, CA) of the United States. Also, the authors use music: As barrio kids, now at middle age, they have long used music to narrate, hope, change paths, and challenge violent systemic realities. As such, they use the music of Chicano Batman and Manu Chao as inspiring resources to guide our testimonios. This selection process emerged from conversations about the role of music in their lives and the desire to "riff" and experiment while writing and attending to the aforementioned themes. In the streets of New Jersey and New York as well as Los Angeles,

show abstract

Pedagogical Strategies for Challenging Students’ World Views

Cited by 3 publications

References 32 publications

Vulnerable Praxis: Memory, Latino Manhood, and Social Justice

Vulnerable Praxis: Memory, Latino Manhood, and Social Justice

The Impact of Education Policies on Black Students’ School Functioning

Vulnerable Praxis: Memory, Latino Manhood, and Social Justice

Contact Info

Product

Resources

About