Toward a School-Wide Model of Teaching for Social Justice: An Examination of the Best Practices of Two Small Public Schools

Kraft, Matthew A.

doi:10.1080/10665680601076601

Cited by 17 publications

(13 citation statements)

References 19 publications

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“…These results are consistent with Kraft (2007), who found that elementary school age students participating in a social justice curriculum were able to critically analyze and reflect upon the social causes of the problems that they observed in their community, and were able to consider and reflect multiple societal perspectives. This perspective also fits well with Westheimer and Kahne's view of the justice-oriented citizen, which emphasized being able to critical analyze the causes of social problems.…”

Section: Participation In the Grcssupporting

confidence: 89%

Children as agents of social and community change: Enhancing youth empowerment through participation in a school-based social activism project

Torres-Harding

Baber

Hilvers

et al. 2017

Education, Citizenship and Social

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School-based social activism projects have much potential to foster civic engagement, self-efficacy, and positive youth development. Social activism projects may also be a means by which children, a group that is disempowered due to their age and dependence on adults, might seek to positively impact social and community problems. The current study evaluated elementary school age children's (K-7th grade) participation in grassroots campaigns, which are year-long school-based activism projects that are a component of their school's comprehensive social justice curriculum. Results found that even young children could successfully and meaningfully participate in these school-based activism projects. Additionally, students' participation in these projects was characterized by a high level of enthusiasm and also facilitated a sense of community and empowerment in these children.

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Section: Participation In the Grcssupporting

confidence: 89%

Children as agents of social and community change: Enhancing youth empowerment through participation in a school-based social activism project

Torres-Harding

Baber

Hilvers

et al. 2017

Education, Citizenship and Social

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“…An increasing body of research indicates that teachers who successfully implement CRT can act as change agents within their schools, thus encouraging more equitable educational experiences for CLD students (Banks, 2010; Cochran-Smith, 2004; Delpit, 2006; Gay, 2010; Kraft, 2007; Ladson-Billings, 2009; Moll, Amanti, Neff, & Gonzalez, 2005). Studies indicate that students make academic progress when their teachers are prepared to incorporate CRT into classroom pedagogy (e.g., Cabrera, Milem, & Marx, 2012; Cammarota & Romero, 2011), and that when teachers recognize and acknowledge students’ linguistic and cultural backgrounds and incorporate them into learning, students experience greater academic success (Bui & Fagan, 2013; Dee & Penner, 2017; Diamond & Moore, 1995).…”

mentioning

confidence: 99%

An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy

Cruz

Manchanda

Firestone

et al. 2019

Teacher Education and Special Education: The Journal of the Tea

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Culturally responsive teaching (CRT) is a set of practices designed to build on students’ cultural and linguistic backgrounds as teaching and learning occur. Although CRT can have positive effects on student outcomes, little research has examined teachers’ self-efficacy to implement CRT practices. Using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale, the authors explore specific areas in which teachers feel self-efficacious in regard to implementing CRT practices and the factors that affect both preservice and practicing teachers’ self-efficacy in delivering CRT. Participants ( n = 245) reported feeling more confident in building personal relationships with students and building trust, but less confident in areas that involved specific cultural knowledge, such as being able to validate students in their native language and teaching students about their culture’s contributions to curricular topics. Results also showed that years of experience positively correlated with increased self-efficacy.

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“…Teachers and schools that are armed with the tools to enact a culturally responsive pedagogy are capable of effectively addressing the achievement gap and disproportionate representation of RCELD students in special education programs. (Artiles, Reuda, Salazar, & Higareda, 2005;Banks, 2007;Cochran-Smith, 2004;Delpit, 2006;Gay, 2000;Klingner et al, 2005;Kopkowski, 2006;Kraft, 2007;Ladson-Billings, 2009;Lalas, 2007;Meece, 2003;Moll et al, 2005;Noddings, 2005;Risko & Walker-Dalhouse, 2008). As we look for ways to practically implement strategies that meet the needs of all students and families, we must also remember that it takes a long-term commitment to issues of social justice in education to find useful and meaningful ways to address the inequitable structures and belief cycles that contribute to issues such as the achievement gap and disproportionality.…”

Section: Resultsmentioning

confidence: 99%

Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices

2012

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Culturally responsive practices in schools and classrooms have been shown to be an effective means of addressing the achievement gap as well as the disproportionate representation of racially, culturally, ethnically, and linguistically diverse students in programs serving students with special needs. While there has been much research discussing these issues, teachers and school staff lack clear examples and tools for best practices toward addressing these issues effectively. This research provides a practical tool to encourage teachers and school staff to engage in reflective, culturally responsive practice as well as highlighting the need to include a range of stakeholders in the process of developing, implementing, and evaluating tools for educational practice. ) poignantly illustrates the many injustices that continue to plague our education system. The inequitable distribution of resources, the underachievement of racially, culturally, ethnically, and linguistically diverse (RCELD) students, and further, the disproportionate representation of RCELD students in programs serving students with special needs, provides evidence of how far we have to go to realize a more just and equitable education for all of our students. Many researchers posit that a major cause of the underachievement of RCELD students, and the disproportionate representation of RCELD students in programs serving students with special needs, is the divide between home and school cultures.Schools and teachers who have adopted a culturally responsive pedagogy have the ability to act as change agents in their schools to help bridge the divide and encourage more equitable schooling experiences for RCELD Risko, Walker-Dalhouse, 2008). Furthermore, while there has been a recent influx in research discussing culturally responsive practice as a means of addressing inequity in education, teachers and school staff lack clear examples and tools for best practices that will aid them in addressing the achievement gap and disproportionality effectively within their schools and classrooms (Fiedler et al., 2008).The purpose of this article is to (a) clarify the need for Culturally Responsive Teaching practices in schools, to meet the needs of all students through the use of practical tools for teachers and school staff; (b) stress the importance of including a range of stakeholders in the process of developing tools and strategies for implementing CRT practices; and (c) present a model for how the voices of multiple stakeholders were used to develop, implement, and evaluate a "teacher-friendly" tool to encourage CRT practices in the current study. This tool is also provided in the appendix as a guide for educators to use in their schools. 1

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Toward a School-Wide Model of Teaching for Social Justice: An Examination of the Best Practices of Two Small Public Schools

Cited by 17 publications

References 19 publications

Children as agents of social and community change: Enhancing youth empowerment through participation in a school-based social activism project

Children as agents of social and community change: Enhancing youth empowerment through participation in a school-based social activism project

An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy

Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices

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