(Re)Imagining Education for the Immortal Child: Why Theory in Education for Social Justice?

López, Josué

doi:10.1080/10665684.2019.1684858

Polishing the pearls of indigenous knowledge for inclusive social education in Ghana

Prempeh

¹

2022

Social Sciences & Humanities Open

3

0

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Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices

Msengi

¹

2022

Research Anthology on Applied Linguistics and Language Practices

0

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This case study is an investigation of cultural and linguistic diverse perspectives among parents, children, teachers, and teacher candidates. Survey and interview data were collected and analyzed to determine how these diverse perspectives affect teachers' application of culturally responsive literacy practices to develop a community of learners. Findings suggest that teachers and teacher candidates knew little about their students' diverse backgrounds. Their participation in the study and initial discussions among teachers, teacher candidates, children, and parents had a positive effect on experienced and novice teachers' knowledge of students. This knowledge included the ability to begin planning and managing instruction, as well as determining appropriate assessments and instructional strategies. Findings also suggest ways these teachers could engage students, families, and teachers in social justice practices.

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Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices

Msengi

¹

2021

Advances in Early Childhood and K-12 Education

1

0

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This case study is an investigation of cultural and linguistic diverse perspectives among parents, children, teachers, and teacher candidates. Survey and interview data were collected and analyzed to determine how these diverse perspectives affect teachers' application of culturally responsive literacy practices to develop a community of learners. Findings suggest that teachers and teacher candidates knew little about their students' diverse backgrounds. Their participation in the study and initial discussions among teachers, teacher candidates, children, and parents had a positive effect on experienced and novice teachers' knowledge of students. This knowledge included the ability to begin planning and managing instruction, as well as determining appropriate assessments and instructional strategies. Findings also suggest ways these teachers could engage students, families, and teachers in social justice practices.

show abstract

(Re)Imagining Education for the Immortal Child: Why Theory in Education for Social Justice?

Cited by 3 publications

References 27 publications

Polishing the pearls of indigenous knowledge for inclusive social education in Ghana

Polishing the pearls of indigenous knowledge for inclusive social education in Ghana

Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices

Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices

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