Social Justice Education Analysis

During the first portion of this course our goal has been to analyze different theories on social justice in order to come up with our own theory on what social justice means to us. To start off we discussed the writings of J.S Mills. In his writings he described social justice as independance, stating that if human beings individually developed themselves autonomously and find harmony within themselves without conforming to any social structure than there would be harmony amongst everyone. On the other hand B. Barry offers a very contrary idea of social justice. He believes that although liberty plays a large role in social justice not everyone shares the same level of independence due to the fact that after the moment of conception there are some who have advantage over others. So therefore liberty alone cannot create social justice and it is instead the responsibility

Schools systematically subjugate minority and black students when a school’s enrollment contains a huge racial majority. If students have no exposure to persons of different ethnicities, cultures, races, and religions, then these students will experience culture shock when they confront “other” people. Even in our class, we talk about black and minority students as another group, one that differs from “us.” We think about the inequalities in school systems as problems we need to fix, not as problems that have influenced our thinking and affect us as prospective teachers. For example, a white graduate student with

Reynolds illustrates how there are a variety of different ways social justice can be taught, and explains how each teacher has a different way of implementing the same ideas. She provides examples of lessons a child might learn and the biases behind it teaching social justice. Reynolds is concerned with the age range of teaching social justice and when is considered the appropriate time. New teachers are now getting taught how to teach social justice within the class room, and the curriculum is changing to include aspects of social justice. Reynolds states how social justice is a branch off the bigger question of “who gets to decide the best

“Start Where You Are But Don’t Stay There” by Richard Milner is a book about dealing with diversity in the classroom in today’s day and age. It holds a focus on allowing all students to be successful academically and throughout their lives. Milner talks about several different case studies in which teachers must help students who are struggling. It goes through scenarios with Mr. Hall, Dr. Johnson, Mr. Jackson, and Ms. Shaw, who are all struggling with diversity in different ways. This book holds an importance in expressing ideas and concerns of equality in schools, and I believe it would be beneficial for all aspiring educators to read it.

A school setting provides opportunities where issues of social justice, oppression, and discrimination can be addressed. According to Bemak and Chung (2009), students of color and economically disadvantaged students are likely to have low academic achievement, in comparison to their White middle class counterparts. These disparities in academic

What is Social Justice? What is inclusion? How are they related? What does it mean to have an inclusive environment for students? How do we achieve this in schools? Does society play a part in how inclusion is introduced and maintained? These are just some of the questions that I endeavor to explore.

Teaching in racially diverse classrooms often leaves educators feeling uncertain about how to proceed and how to respond to historically marginalized students. There is pressure to acknowledge and accept students of color with different perspectives, to diversify the syllabi, be more aware of classroom dynamics, and pay attention to how students of color experience the learning process.

The Dreamkeepers: Successful Teachers of African American Children by Gloria Ladson-Billings was a great resource in thinking about how I would work toward influencing my staff, and the school community as a whole, to engage in discussions about equity. Most notably, she advises us to “acknowledge the race and culture of your students and try to weave it into your teachings” and to “foster a sense of community”. I am lucky to work in a school that was founded and lead by a woman of color for the last 6 years, so equity conversations are not as awkward as they may be in some other schools. In light of recent travesties of justice that have occurred in the US over the past year, these conversations have the potential to become more high-stakes

options in addressing conflict situations. The first part of the book helps the educator understand

Per the DVHS Handbook, missed class work and tests resulting from an excused absence must be completed within a reasonable period of time commensurate with the length of the absence.

Justice is the fairness in protection of rights and punishment of wrongs, although this may be the case the legal system is corrupt, as it often gives people unfair or delayed trials and makes decisions which are not in the national interest. Criminals are often let off lightly, or not imprisoned, while many innocent people are often detained for years. High costs, duplication and retrials advantage the rich. There are conflicts of interest between judges and those controlling the system. People are wrongfully convicted. Defamation laws suppress corruption by causing people and the media a fear to speak out. That being said history has also shown that riots for justice has also taken too long to even get the message across; let alone take full

The notion of justice is existence of proper balance of rights and its access under the laws of land. It refers to not depriving any person from availing privileges, opportunities etc. John Rawls writes, "Each person possesses an inviolability founded on justice that even the welfare of society as a whole cannot override"It means that the interaction in a society must be free from any sort of discrimination such as religion, race, color, caste or sex. It ensures fair distribution of assets and equal opportunity. José P. Laurel defines Social Justice as “Social justice is neither communism, nor despotism, nor atomism, nor anarchy, but the humanization of laws and the equalization of social and economic forces by the state so that justice in its rational and objectively secular conception may at least be approximated.”

The principle of market justice refers to the distribution of health care in a free market economy. Furthermore, the production of health care under the free market economy is dependent on an individual’s inclination and ability to purchase services at the current market value. In fact, the free market stresses the economic and moral injustice of granting an individual access to services that they have not earned. On the other hand, the principle of social justice system is one in which the government controls the production and distribution of health care to ensure that the distribution is equitable. As a matter of fact, under the social justice system health care is regarded as a social good that is collectively financed and available to

While completing coursework at CSUMB for the Liberal Studies program, the researcher was inspired by its classes to be a Diversity and Multicultural Scholar and a Social Justice Collaborator. By evaluating their own and others’ experiences as influenced by social identities, socialization practices, and societal institutions from both historical and contemporary perspectives it helped the researcher open their eyes in how they want to be in their classroom as an educator. In the researchers LS 380: Teaching for Social Change, LS 394: Multicultural literature , and LS 398: Social Foundations of Multicultural Education classes, the researcher critically examined the value of diversity and multiculturalism which interested her in the teaching

Social justice education involves aspects of democratic education, critical pedagogy, critical multicultural education, and culturally responsive education, alongside with elements of social, cognitive, and systems theory. Theorists’ idea of social justice education emphasis on curricular content relevant to social identity and injustice, oppression theory, intersectionality (e.g., the analysis of various forms of oppression), and reflexive teaching practice is distributed by many social justice educators. Social justice education emphasizes critical multicultural education's emphasis on linking social justice theory and critical pedagogy, and progress in reaction to approaches to multicultural education that promotes cultural diversity than