Teaching for social justice in higher education: Reflexive and critical auto-ethnographic narratives of hope, resilience, and change

Sanjakdar, Fida; Premier, Jessica

doi:10.1016/j.tate.2023.104114

Cited by 3 publications

(2 citation statements)

References 38 publications

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“…La ECG tiene objetivos normativos de democracia, multiculturalismo y justicia social, pero también requiere la explicación y el análisis de la lógica interna de los principios subjetivos y democráticos que la sustentan. De hecho, la enseñanza de la justicia social a través de la ECG en la educación superior, representa un delicado acto de equilibrio que tiene lugar dentro de las creencias y concepciones personales de la justicia y el conocimiento inclusivo (Sanjakdar & Premier, 2023). La ECG se aplica específicamente para persuadir y establecer un sistema más justo y participativo de sostenibilidad crítica .…”

Section: Meri Cerratounclassified

La educación para la ciudadanía global como transición hacia la complejidad. Pensamiento sistémico y competencias transformadoras en la formación del profesorado

Cerrato

2024

Aula

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El dominio prepotente de la hegemonía de las doctrinas neoliberales está imponiendo retos educativos considerables con respecto a la consecución de los objetivos de la Agenda 2030. Nos enfrentamos a una crisis de civilización, en la que el actual modelo educativo y sus parámetros están siendo alterados, manipulados, dictados e impuestos exclusivamente por organismos relacionados con el comercio. El propio capital humano y las competencias derivan terminológicamente del neoliberalismo global; aparentemente préstamos lingüísticos heredados del mundo empresarial, en realidad son constructos caracterizados por una complejidad que implica ciertas condiciones básicas en la formación docente, directamente relacionadas con el saber, el saber hacer y principalmente con el saber ser. La Educación para la Ciudadanía Global (ECG), consagrada en la meta 4.7 del Objetivos de Desarrollo Sostenible (ODS) n.º 4 de la Agenda 2030, se convierte en un objetivo educativo, en un imperativo global, capaz de gestionar la expansión de un tipo de pedagogía mercantil que a nivel ético y de valores está desestabilizando los ecosistemas escolares globales en términos de ética y valores. El análisis de la dimensión de la competencia transformadora del profesorado en el contexto de la globalización, debe conducirnos a nuevas reflexiones relacionadas con un proceso de replanteamiento crítico de la ECG. Reflexiones localizadas que necesitan ser profundizadas y contextualizadas desde dentro, en los variados contextos educativos desde lo local a lo global, para comprender dilemas, tensiones políticas y de poder, reorientando a todos hacia el bien común. La redefinición de la gestalt educativa en el desorden global, por lo tanto, implica la valorización de la riqueza de las competencias no cognitivas de los docentes, hoy indispensables para contrarrestar la fragilidad de la pobreza educativa.

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Section: Meri Cerratounclassified

La educación para la ciudadanía global como transición hacia la complejidad. Pensamiento sistémico y competencias transformadoras en la formación del profesorado

Cerrato

2024

Aula

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“…In terms of the analysis in this section, the finding is that a socially just environment in HEIs can contribute to an awakening of pre-service teachers' SJL abilities and how they may apply them in their own lives as well as that of others. Sanjakdar and Premier (2023) explain that individuals' awareness of their ontology, that is, realities of being and knowing should feed their understanding, meanings, and experiences of SJL. Such awareness should inspire them to investigate why and how SJL should be enacted, thus influencing their work, thinking, and choices as social justice agents.…”

Section: Ethos Of Social Justicementioning

confidence: 99%

Social Justice Leadership Capabilities for Pre-Service Teachers in Contemporary Times: An Education Policy Perspective

Barnett,

de Klerk

2023

IJLTER

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In the aftermath of the COVID-19 pandemic, social justice leadership (SJL) has become more imperative for pre-service teachers in higher education institutions (HEIs). Significantly, HEIs face a serious need for change that encourages the advancement of SJL with the aim to develop knowledge, equitability, accessibility, and connectivity. The problem is that pre-service teachers still find it challenging to assert themselves without rejection, fear, or prejudice, whilst they are uncertain of how to enact SJL during their studies in HEIs. As such, this conceptual paper aims to explore social justice leadership (SJL) capabilities for pre-service teachers in contemporary times from an education policy perspective. An emphasis on SJL capabilities can be directive in terms of pre-service teachers’ capacity regarding a leadership style that encourages engagement in school leadership practices. Having employed social justice leadership theory and a conceptual research design, stipulations in the Revised Policy on Minimum Requirements for Teacher Education Qualifications (MRTEQ) were analyzed by means of interpretive policy analysis. The significance of policy analysis of this kind is that it can contribute to the empowerment of pre-service teachers on how to enact SJL in HEIs. The findings showed that SJL is vital because it can assist pre-service teachers in constantly questioning if social justice is actively applied in teaching and learning environments. Also, a socially just environment in HEIs can contribute to an awakening of pre-service teachers’ SJL abilities, and an application of transformation reflection can assist pre-service teachers to enact SJL. This paper offers a social justice leadership capabilities framework (SJLCF) that recommends that HEIs should advance their understanding of policy options, create dialogue spaces and promote transformative activism so that pre-service teachers can be in a position to enhance social justice practices.

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Teaching a doctoral-level, interdisciplinary social studies course on critical social justice

Simola

2024

SSRP

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PurposeThis article discusses the underlying teaching framework of relational cultural theory (RCT), as well as additional teaching practices used within a doctoral-level, interdisciplinary social studies course on critical social justice. Areas for future development are identified.Design/methodology/approachA research-engaged, conceptual report on practice was used to identify and integrate relevant scholarship for the purpose of formulating and analyzing teaching practices for this type of course, and to iteratively identify possible directions for future development.FindingsRCT is a generative, underlying teaching framework for the interdisciplinary social study of critical social justice. Additional teaching practices including a community agreement to guide challenging discussions; participant-led presencing activities at the outset of classes; and, co-creation by participants of the content topics can be fruitfully embedded within RCT. Potential future development could include team-based, community-engaged, experiential term projects aimed at further deepening interdisciplinarity and civic engagement skills.Practical implicationsPractical guidance is provided on the use of RCT, community agreements, co-creation, presencing activities and Indigenous land acknowledgments or contemplations on Indigenous works.Social implicationsRCT can be used across different educational levels or contexts. Practices of co-creation, presencing and contemplation of Indigenous works are receiving increased consideration in diverse contexts. However, conventional grading procedures can be inconsistent with critical social justice, suggesting the need for research-engaged policy review.Originality/valueThis article responds to recent scholarly calls for discussion of teaching practices in the interdisciplinary, social study of critical social justice in post-secondary education.

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Teaching for social justice in higher education: Reflexive and critical auto-ethnographic narratives of hope, resilience, and change

Cited by 3 publications

References 38 publications

La educación para la ciudadanía global como transición hacia la complejidad. Pensamiento sistémico y competencias transformadoras en la formación del profesorado

La educación para la ciudadanía global como transición hacia la complejidad. Pensamiento sistémico y competencias transformadoras en la formación del profesorado

Social Justice Leadership Capabilities for Pre-Service Teachers in Contemporary Times: An Education Policy Perspective

Teaching a doctoral-level, interdisciplinary social studies course on critical social justice

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