A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment

Tapper, Aaron J. Hahn

doi:10.1002/crq.21072

Cited by 48 publications

(27 citation statements)

References 65 publications

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“…Social justice is a term that is widely used in education. There are a variety of definitions of social justice in education (Dover, 2009; Mthethwa-Sommers, 2013; Sleeter 2012) as well as synonymous terms (e.g., anti-oppression education, diversity education, multicultural education) used to discuss the marginalization of groups in relation to disparities in opportunities, resources, and social and economic outcomes (Tapper, 2013). Though there is a lack of consensus for a unifying definition, the commonality among them is that social justice-oriented educators and leaders are activists with an intentional and steadfast focus on equity and inclusion for marginalized populations (i.e., based on race, ethnicity, socioeconomic status, gender, ability, sexuality, religion, immigration status, and other categorizations of oppressive differences).…”

Section: The Social Justice Imperativementioning

confidence: 99%

Restricting Social Justice Practices in Public Education: The Neoliberal Stronghold

Ramlackhan¹

2020

Handbook on Promoting Social Justice in Education

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This chapter focuses on how neoliberal ideology has shaped contemporary educational reform in the United States. This approach to education shapes the development and enaction of education policies such that substantial institutional and cultural change is made for purposes of economic gain as against more strictly public ones, tied less to temporal profit considerations. These reforms, influenced by business and market-based approaches, undermine social justice efforts because of their intense focus on efficiency and narrowly framed measurable outcomes and punitive accountability practices. Neoliberal educational policies shape classroom practices that reinforce the values and traditions of the

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Section: The Social Justice Imperativementioning

confidence: 99%

Restricting Social Justice Practices in Public Education: The Neoliberal Stronghold

Ramlackhan¹

2020

Handbook on Promoting Social Justice in Education

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“…According to Hahn-Tapper (2013) social justice education recognizes the differences in societal opportunities for young people and marginalized groups in terms of resources, and long-term outcomes. Hahn-Tapper (2013) explains that:…”

Section: Framing Social Justice Within Physical Culture and Health Pementioning

confidence: 99%

“…Furthermore Hahn-Tapper (2013) claims that an "educational experience, such as long-term, intensive educational programs, must strive to embody the very ethos to which it aspires for its teachers and students to internalize and enact" (p. 415). According to Dagkas et al (2011) religiosity and cultural differences affect values and behaviors towards health pedagogy and physical culture.…”

Section: Freire (2006) Attestsmentioning

confidence: 99%

Problematizing Social Justice in Health Pedagogy and Youth Sport: Intersectionality of Race, Ethnicity, and Class

Dagkas

2016

Research Quarterly for Exercise and Sport

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Social justice education recognizes the discrepancies in opportunities, among disadvantaged groups in society. The purpose of the papers in this SpecialIssue for Social Justice is to (a) provide a critical reflection on issues of social justice within health pedagogy and youth sport of Black and Ethnic Minority (BME) young people, (b) provide a framework for the importance of intersectionality research (mainly intersection of social class, race and ethnicity) in youth sport and health pedagogy for social justice and (c) contextualize the complex intersection and interplay of social issues (i.e. race, ethnicity, social classes) and their influence in shaping physical culture amongst young people with BME background. The paper argues that there are several social identities in any given pedagogical terrain and these need to be heard and legitimized to avoid neglect and "othering". This paper suggests that resurgence of interest in theoretical frameworks such as Intersectionality can provide an effective platform to legitimize "non-normative bodies" (diverse bodies) in health pedagogy and Physical Education (PE) and Sport by voicing positionalities on agency and practice.

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“…The first reason why it is important to address normalization is that not attending to power differentials in intergroup dialogues can contribute to justifying the status quo or supporting dominant narratives. This can look like complacency among participants in their perspective that the issue of power and equality is just too large or complex to tackle, or that the situation is “just the way things are” (Hahn Tapper, ; Maoz, ). Abu Sarah () has critiqued the use of intergroup encounters as a potential means of maintaining social control and status quo rather than of achieving political and social change.…”

Section: Importance Of Normalization In the Context Of Intergroup Diamentioning

confidence: 99%

Intergroup Dialogue as a Just Dialogue: Challenging and Preventing Normalization in Campus Dialogues

Ahmad

Dessel

Mishkin

et al. 2015

Digest Mid East Studies

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The tensions from the Israeli occupation of Palestine reach around the globe and heated debates over the struggles of these two peoples are evident on U.S. college campuses. The power imbalance represented in the relationship between Palestinians and Israelis is replicated on college campuses. BDS (Boycott, Divestment, and Sanctions) is a response to this inequality, is a movement to end the occupation, and has raised the issue of normalization. Teaching about this conflict presents particular challenges for faculty who negotiate this highly contested issue in classrooms or campus communities, and intergroup dialogue is an important pedagogy that can be used. It is critical to address normalization in intergroup dialogue. We discuss examples and themes of normalization in intergroup dialogue, and present pedagogical and other strategies to prevent and address normalization in intergroup dialogue and in other similar intergroup contact approaches with Arab or Palestinian and Jewish or Israeli participants.

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A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment

Abstract: Th is article explores a theoretical and practical understanding of social justice education through an examination of a US-based intergroup educational organization running confl ict transformation programs

Cited by 48 publications

References 65 publications

Restricting Social Justice Practices in Public Education: The Neoliberal Stronghold

Restricting Social Justice Practices in Public Education: The Neoliberal Stronghold

Problematizing Social Justice in Health Pedagogy and Youth Sport: Intersectionality of Race, Ethnicity, and Class

Intergroup Dialogue as a Just Dialogue: Challenging and Preventing Normalization in Campus Dialogues

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