“The path of social justice”: A Human Rights History of Social Justice Education

Grant, Carl A.; Gibson, Melissa

doi:10.1080/10665684.2012.750190

Cited by 35 publications

(17 citation statements)

References 15 publications

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“…É por este motivo que considerámos ser do foro eminentemente político, e não técnico-instrumental, toda e qualquer reflexão acerca dos processos de globalização e, desde logo, da sua relação com a emergência de novas formas de Estado (Poggi, 1990;Jessop, 2007) e, consequentemente, com a complexificação crescente das questões sociais, ambientais e de redistribuição (Montaño, 2012;Grant e Gibson, 2013 Assim sendo, e apesar das múltiplas faces da globalização (Torres, 2005), e das distintas interpretações que o conceito pode originar (Amin, 1997;Bartelson, 2000), interessa-nos mais atender ao momento histórico em que globalização e neoliberalismo se interlaçam de modo inequívoco e intencional, porque foi do Consenso de Washington que a globalização hegemónica emergiu como um "produto de decisões dos Estados nacionais [centrais]" (Sousa Santos, 2002, p. 56). Trata-se de concentrar a análise, e a reflexão sobre certos aspetos hodiernos da opressão de massas (Freire, 1987), na nova lógica de governação global que, a partir de então, viria a transformar visível, e aceleradamente, as características da geopolítica mundial, em desfavorecimento de uma larga e esmagadora maioria da população mundial.…”

Section: Introductionunclassified

A resiliência do oprimido e a emergência do movimento da economia solidária – Uma questão de esperança

Ralha-Simões

Barros

2017

RCD

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In this article, Social Education-Pedagogy of the Oppressed is approached from the viewpoint of Paulo Freire, linking this issue to the emergence of the Solidarity Economy Movement; we also intend to equate this issue in the light of the concept of resilience, since it would help to understand their main characteristics and constraints as well as the evaluation of his results. The liberation from oppression does not happen by itself, since man is a social being inserted in the multiple dimensions of a conflictual society, where awareness and social transformation takes place. Indeed, it is essential to bear in mind that Oppressed's freedom, that will release him from adversity condition that is plunging him, but also his oppressor, must be conquered by its own resilient effort and in the framework of communion with others; as Paulo Freire said, "no one liberates anyone and no one liberates himself: men are freed together with each other".

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Section: Introductionunclassified

A resiliência do oprimido e a emergência do movimento da economia solidária – Uma questão de esperança

Ralha-Simões

Barros

2017

RCD

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“…That is, no single set of themes is likely to characterize any context of democratized learning. Indeed, some themes, such as freedom and community, may stand in tension, a phenomenon well established in the history of human rights discourse (Grant & Gibson, 2013).…”

Section: Democratized Learningmentioning

confidence: 99%

“…Thirdly, FOLC's activity, control, and community orientations respond to the needs of transformative and emancipatory learning as conceptualized by Human Rights Education (Tibbitts, 2005;Tibbitts & Kirchschlaeger, 2010) and Social Justice Education (Grant & Gibson, 2013). Several specific conditions fostering transformative learning identified by Taylor (2007Taylor ( , 2008Taylor ( , 2016, and strongly supported by FOLC-based learning environments, include:…”

Section: Contextmentioning

confidence: 99%

Democratizing digital learning: theorizing the fully online learning community model

Blayone¹,

vanOostveen²,

Barber³

et al. 2017

Int J Educ Technol High Educ

114

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The integration of digital technologies at institutions of higher education are profoundly influencing formal learning on a global scale. Social-constructivist models of fully online learning are well-positioned to address the demands of government, and economic and social-development organizations for civically-engaged individuals with strong problem-solving, critical-thinking and collaboration competencies. With an established record of performance at the University of Ontario Institute of Technology (UOIT), Canada, the Fully Online Learning Community (FOLC) is one such model. This paper theorizes FOLC as a response to several problematics, including (a) the aforementioned demand for greater educational focus on higher-order competency development, (b) the deficiencies of distance education and MOOCs as learning models, and (c) a quest for new learning models that strengthen deliberation skills and deepen democratic experience. As a divergent fork of the Community of Inquiry model, FOLC describes collaborative learning as a symbiosis of social and cognitive interactions amplified through effective use of synchronous and asynchronous digital affordances. Furthermore, it models democratized learning communities that reduce transactional distance between learners and educators, incorporates authentic assessment, and encourages negotiated technology affordances and cognitive outcomes while distributing responsibility for constructive criticality. Having positioned FOLC conceptually, and addressed current limitations, a research agenda for extending its empirical foundations, and leveraging UOIT's EILAB affordances, is presented. The underlying argument is that self-regulating and transformative learning communities can be established and sustained in fully online environments, and that such communities (a) produce a diversity of beneficial learning outcomes, and (b) deepen the democratic functioning of learners and their social contexts.

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“…Devoted to creating a fair society, social justice ensures that individuals can live freely and autonomously in safety without being discriminated (Commission on Social Justice, 1998). Social justice also ensures that differences are accepted in societies, that discrimination is reduced, and that disadvantaged individuals can express themselves and be empowered (Brooks & Thompson, 2005;Grant & Gibson, 2013). In effect, social justice promotes empathy, courtesy, tolerance, and ethics in establishing social tranquility and in creating democracies and pluralistic societies (Ciardiello, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…By the same token, protecting and improving fundamental human rights-for instance, the right to work, to protest, to participate in democracy, and to have medical care, housing, and education-inform basic understandings of social justice (Grant & Gibson, 2013). Devoted to creating a fair society, social justice ensures that individuals can live freely and autonomously in safety without being discriminated (Commission on Social Justice, 1998).…”

Section: Introductionmentioning

confidence: 99%

Social Studies Teachers’ Perceptions and Experiences of Social Justice

Bursa¹,

Ersoy²

2016

EJER

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Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy.Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers' perceptions and experiences of social justice.Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by following an inductive approach.

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“The path of social justice”: A Human Rights History of Social Justice Education

Cited by 35 publications

References 15 publications

A resiliência do oprimido e a emergência do movimento da economia solidária – Uma questão de esperança

A resiliência do oprimido e a emergência do movimento da economia solidária – Uma questão de esperança

Democratizing digital learning: theorizing the fully online learning community model

Social Studies Teachers’ Perceptions and Experiences of Social Justice

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