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Critical Connections: Teachers Writing for Social Justice

Sherry Ramrattan Smith

ISBN 10: 3659325317 / ISBN 13: 9783659325311
Published by LAP Lambert Academic Publishing
New Condition: New Soft cover
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356 pages. Dimensions: 8.7in. x 5.9in. x 0.8in.Are the resources teachers create, select, and use to promote social justice reproducing and reinforcing forms of oppression Why do teachers pursue social justice through curriculum writing What are their hopes for this work This qualitative research study explores how teachers who write social justice-focused curriculum conceptualize curriculum and social justice. Teachers share personal stories to demonstrate how curriculum used in schools reflects underlying assumptions and choices about whose or what knowledge is valued. Scenarios presented shed light on how class-based, cultural, racial, and religious stereotypes are reinforced in schooling and work contexts. The teachers collective efforts in reconceptualising curriculum provide viable ways to connect to our past experiences, consider the present needs of students, and work towards a more equitable future. Teachers present examples that demonstrate tensions, contradictions, and complications associated with writing and implementing social justice-focused curriculum. The author shares aspects of her story and theorizes her experiences. Ethical issues in qualitative study are discussed. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Bookseller Inventory # 9783659325311

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Bibliographic Details

Title: Critical Connections: Teachers Writing for ...

Publisher: LAP Lambert Academic Publishing

Binding: Paperback

Book Condition:New

Book Type: Paperback

About this title

Synopsis:

Are the resources teachers create, select, and use to promote social justice reproducing and reinforcing forms of oppression? Why do teachers pursue social justice through curriculum writing? What are their hopes for this work? This qualitative research study explores how teachers who write social justice-focused curriculum conceptualize curriculum and social justice. Teachers share personal stories to demonstrate how curriculum used in schools reflects underlying assumptions and choices about whose or what knowledge is valued. Scenarios presented shed light on how class-based, cultural, racial, and religious stereotypes are reinforced in schooling and work contexts. The teachers’ collective efforts in reconceptualising curriculum provide viable ways to connect to our past experiences, consider the present needs of students, and work towards a more equitable future. Teachers present examples that demonstrate tensions, contradictions, and complications associated with writing and implementing social justice-focused curriculum. The author shares aspects of her story and theorizes her experiences. Ethical issues in qualitative study are discussed.

About the Author:

Sherry Ramrattan Smith Ph.D. is a curriculum writer and an international award-winning workshop facilitator. She is a respected speaker and children’s author in the areas of identity and social justice, equity and inclusion, and curriculum writing. Visit her website www.atimetolearn.ca for practical ways to implement a considerate curriculum.

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