Log in

Relevant bibliographies by topics / Social justice teaching / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Social justice teaching.

Dissertations / Theses on the topic 'Social justice teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Social justice teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Park, Sung Choon. "Teachers' perceptions of teaching for social justice." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211568529.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Stachowicz, Emma. "Teaching for social justice: Challenging stereotypes and prejudice." Thesis, Stachowicz, Emma (2012) Teaching for social justice: Challenging stereotypes and prejudice. Masters by Research thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/15651/.

Full text

Abstract:

In this action research study, I worked with a class of twenty-five students as a teacher-researcher to describe and document how the students’ thoughts and learning changed over the course of an eleven-week Society and Environment program I developed entitled “Australian Immigration”. Specifically, this study draws on student work samples and my own reflective journal writings to document if and how changes took place in their understanding of prejudice and stereotypes. This study was situated in a mono-cultural community and took place at a small independent College in Australia. The program

APA, Harvard, Vancouver, ISO, and other styles

3

Wilt, Brian J. "Preservice teachers to inservice teachers : teaching for social justice /." Connect to this title:, 2007. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2179/index.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Wright, Pete. "Teaching mathematics for social justice : translating theories into practice." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/53984/.

Full text

Abstract:

This study reports on a project exploring how a commitment towards teaching mathematics for social justice amongst teachers can be translated into related classroom practice. It recounts how a group of teacher researchers set about achieving this through developing, trying out and evaluating a series of teaching ideas and activities. It contrasts the abundance of research literature on theories of mathematics education and social justice with the relative scarcity of studies on developing practice in this area. Mathematics lessons are generally characterised by too much focus on factual recall

APA, Harvard, Vancouver, ISO, and other styles

5

Mason, April L. "Enhancing Social Cognition and Promoting Social Justice: Teaching Literature in the Developmental Classroom." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563458723691485.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Stojić, Damir. "The principles of Catholic social teaching on minority rights." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p029-0702.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Bender-Slack, Delane Ann. "Teaching texts for social justice : English teachers as agents of change /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1183419335.

Full text

Abstract:

Thesis (Dr. of Education)--University of Cincinnati, 2007.<br>Advisor: Holly Johnson Title from electronic thesis title page (viewed Dec.10, 2007). Includes abstract. Keywords: Teaching for Social Justice; Literature; Adolescent Literacy; Texts; Teacher Beliefs Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

8

BENDER-SLACK, DELANE ANN. "TEACHING TEXTS FOR SOCIAL JUSTICE: ENGLISH TEACHERS AS AGENTS OF CHANGE." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1183419335.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Henning, Nicholas Simon. ""Keeping the vision" collaborative support for social justice teaching and transformational resistance /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1973586431&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Samuels, Gregory Lee. "Reflections in the Classroom: Perspectives on Teaching for Social Justice from Secondary Social Studies Educators." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5119.

Full text

Abstract:

The purpose of this study was to describe and explain the perspectives of five secondary social studies educators who identified with teaching for social justice. The following research questions guided the study: How do educators who identify with social justice perceive teaching for social justice?; In what ways do educators who identify with social justice facilitate a social justice education?; What experiences prompt educators to teach for social justice in the classroom?; In what ways are educators challenged and rewarded while facilitating a social justice curriculum within the secondar

APA, Harvard, Vancouver, ISO, and other styles

11

Long, Kelly Ann. "The teaching practice component of initial teacher education: a social justice approach." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60200.

Full text

Abstract:

Research asserts that learner performance in South African schools is in a state of crisis. While many more learners’ post-1994 in South Africa have physical access to education, very few have epistemological access. The quality of the education learners receive is polarised along socio economic lines. This crisis has its roots in the legacy of colonialism and apartheid, and as such, there is a need to transform the education system to ensure equal opportunity for all learners, and ultimately economic growth and security for the country. One of the explanations offered for the crisis in learne

APA, Harvard, Vancouver, ISO, and other styles

12

Agbeze, Richard. "TEACHING FOR SOCIAL JUSTICE: A CASE STUDY OF A SECONDARY ART EDUCATOR." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1587743645964416.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Van, Heerden Jennifer. "Legal Education through a Social Justice Lens: A Framework for Teaching Law in the South African Context." Thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/14409.

Full text

Abstract:

This research seeks to establish a framework for teaching law that enables graduates to practice law in a manner that furthers social justice. The first half of this paper investigates why it is legitimate to prioritize social justice in the Legal Education discipline. Three sets of literature support this argument. First, South African higher education policy, which emphasizes the need to produce graduates who are able to contribute to societal transformation. Second, the University of Cape Town's Social Responsiveness Policy and the University's Strategies for Change, which mirror national h

APA, Harvard, Vancouver, ISO, and other styles

14

Driskell, Catherine A. "Critical Voices in Action: Teaching for Social Justice in Community-based Art Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/32.

Full text

Abstract:

If community is defined as a group of teachers, learners, and others who collaborate to achieve common goals, art education that is based on the interests and needs of that community can be identified as community-based art education (CBAE). CBAE programs often have goals that are congruent with educational theory or pedagogy for social justice. In this study five CBAE programs were examined for purposes, goals, instructional methods, and curriculum in order to determine how pedagogy for social justice could be applied to art education in community-based settings. The five CBAE programs were e

APA, Harvard, Vancouver, ISO, and other styles

15

Benson, Nicole. "Teaching for social justice in the high school Spanish classroom : perspectives and practices." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33462.

Full text

Abstract:

Talk of social justice is increasingly common in the educational context of British Columbia as well as in the academic literature on education. However, specific examples of how teachers of subjects other than English and Social Studies are taking up a social justice discourse are sparse. Specifically, there is very little written on such approaches to teaching Spanish as an additional language. This exploratory research therefore aimed to understand the extent to which high school Spanish teachers in British Columbia are incorporating social justice education into their pedagogies and curric

APA, Harvard, Vancouver, ISO, and other styles

16

Kaburu, Gilbert. "Teaching for Social Justice in Northern Uganda: The Case of Mission Girl's School." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Broduer, Christine M., and Christine M. Broduer. "Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625310.

Full text

Abstract:

In this case study I document a group of youth, ages thirteen to fifteen, as they investigate and explore social justice issues and personal beliefs in order to create a community service learning project. Ideas are presented through the introduction of activist art and also by the viewing of recordings of a variety of perspectives on social justice issues and community involvement from a diverse population. The vehicle of inquiry in the study is the production of a visual journal in which thoughts, feelings, perceptions, and ideas will be examined and considered through art making. A review

APA, Harvard, Vancouver, ISO, and other styles

18

Yoon, InJeong, and InJeong Yoon. "Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625591.

Full text

Abstract:

In this study I attempt to shed light on the experiences of the teacher researcher and university students who explored social justice issues in an art education course. The primary purpose of this study is to provide insights in teaching practice and students' learning processes when the course is designed to examine systems of oppression through class discussions and art-based assignments. The study delves into what challenges and rewards the teacher and students experience in an art class focusing on social injustice. I conducted this study in a semester-long art education course, where I t

APA, Harvard, Vancouver, ISO, and other styles

19

Tanko, Mohammed Goma. "Teaching practical numeracy through social justice pedagogy : case study of Abu Dhabi Women's College." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/2611.

Full text

Abstract:

The study presented in this thesis investigates the impact of using Social Justice Pedagogy in teaching Practical Numeracy to Diploma Foundation Students, in Abu Dhabi Women’s College (ADWC), of the Higher Colleges of Technology, in the United Arab Emirates (UAE). Gutstein’s (Gutstein, 2003, 2006a, 2007) framework for teaching mathematics for Social Justice was utilised. His framework had both social justice goals and mathematics goals. Productive Pedagogical principle (Mills, et al., 2009) was utilised as a framework to reflect on teaching practices in this study.In order to achieve credibili

APA, Harvard, Vancouver, ISO, and other styles

20

Landauer, Christopher N. "Social Justice and its Role in Pre-service Teacher Education." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554886661644444.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Hall, Karen I. "Teaching for Equity and Justice| Methods and Best Practices of Effective Anti-bias Educators." Thesis, Webster University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814340.

Full text

Abstract:

<p> This study is the result of the researcher’s 25-year tenure in public education. That tenure developed a passion for disrupting racism and modeling social justice pedagogies to dismantle the barriers to educational equity in classrooms. The researcher wants to enact a vision of denouncing oppressive structures for students by positioning teachers to play a critical role in transforming society. The researcher contextualizes multicultural education, critical race theory, and social justice education to develop an overview of anti-bias teaching. Moreover, the researcher suggests the th

APA, Harvard, Vancouver, ISO, and other styles

22

Sammut, Elvira. "Notions of justice through drama." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1239.

Full text

Abstract:

This paper explores and describes the lived-experience of a group of 16-year-old girls in a drama class designed to heighten awareness of values of social justice. The students involved are experienced drama students, with a good knowledge of the theory of role-play and play-making, as well as, sound dramatic skills and techniques. The lived-experience provided the source for the research study that used film as a medium to inculcate notions of justice and equity in the classroom through self-devised drama. Phenomenological research was conducted with a group of seventeen Year II drama student

APA, Harvard, Vancouver, ISO, and other styles

23

Lee, Kam-Lun Edwin. "The concept of property and possession in the contemporary Catholic social teaching (1891-1986)." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Davies, Augusto Zampini. "Amartya Sen's Capability Approach and Catholic Social Teaching in dialogue : an alliance for freedom and justice?" Thesis, University of Roehampton, 2014. https://pure.roehampton.ac.uk/portal/en/studentthesis/amartya-sen’s-capability-approach-and-catholic-social-teaching-in-dialogue(25edea38-94e9-4d46-83d0-88f03c66988e).html.

Full text

Abstract:

This thesis explores the connection between Amartya Sen’s Capability Approach (CA) and Catholic Social Teaching (CST). It questions whether their economic and theological views can be methodologically and practically compatible, articularly around issues of development as freedom and wellbeing as justice. The thesis proposes dialogue between CA and CST, framed by some parables of the New Testament, and argues that he fruit of such a dialogue can enhance human development and reduce injustices, especially in poor regions in Latin America.

APA, Harvard, Vancouver, ISO, and other styles

25

Muller, David Charles. "Preservice Teachers' Beliefs and Experiences in Learning How to Teach Mathematics for Social Justice." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194141.

Full text

Abstract:

The purpose of this study was to examine preservice teachers' beliefs and experiences in learning about teaching mathematics for social justice during a one-semester mathematics methods course at a large university in the Southwest. The study examined their beliefs on three levels: a) their beliefs about issues of equity, diversity, and social justice in general; b) their beliefs about how issues of equity, diversity, and social justice relate to teaching (i.e., if and how the preservice teachers perceive themselves as critical educators); and c) their beliefs about teaching mathematics for so

APA, Harvard, Vancouver, ISO, and other styles

26

Mitescu, Reagan Emilie. "Examining the relationships among undergraduate teacher candidates' experiences, perceptions, and beliefs about teaching for social justice." Thesis, Boston College, 2011. http://hdl.handle.net/2345/1992.

Full text

Abstract:

Thesis advisor: Larry H. Ludlow<br>Teacher preparation programs face an urgent call to prepare high-quality and "highly qualified" teachers who teach all students in an increasingly culturally, racially, ethnically, and linguistically diverse student population, and who work toward closing the achievement gap that separates students along these demographic lines. In response, and as part of the current accountability context, there has been greater focus on outcomes in teacher education. Along different lines, also in response to these challenges, there has been an increase in social justice-o

APA, Harvard, Vancouver, ISO, and other styles

27

Voss, Richard Nowell. "Teaching mathematics for social justice within a Victorian public school for Year Nine mixed ability classes." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/727.

Full text

Abstract:

This study examines a learning task based around inequality that was designed for a year nine mathematics class. The task incorporated mathematical ideas and issues involving social justice to foster the students’ understanding of society and active citizenship while teaching them mathematics. The study discusses the strategies used to teach and promote this initiative, and also critically evaluates the learning tasks to determine their effects on student learning, student engagement and higher order thinking.

APA, Harvard, Vancouver, ISO, and other styles

28

Birkenbeuel, Grace. "Learning Through Privilege: My Teaching and Educational Journey." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/130.

Full text

Abstract:

This ethnography traces my journey teaching kindergarten in the Pico Union neighborhood in Los Angeles. Its purpose is to understand the macro and micro levels of the community to inform my teaching practices and support my students and families. On a micro-level, I conducted case studies on three specific students. Data analysis of in-home interviews, personal interactions, and assessments allowed me to create action plans to best support these students’ academic, social, and emotional needs. On a macro level, I studied my students’ environments: community, school, and classroom. Attending co

APA, Harvard, Vancouver, ISO, and other styles

29

Kean, Patricia Marie. "Emerging Adults' Perceptions of Learning in an Undergraduate Student Organization for Global Social Justice." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/836.

Full text

Abstract:

Current literature suggests the institution of higher education is exploring its identity and role in society, much like the emerging adults who enroll in their programs as traditional aged undergraduates. Literature also reveals that society is asking undergraduate institutions to meet the diverse needs of its students and prepare them for adulthood and life long learning. However, research also highlights the need for students to be educated for participation within an interconnected and complex global society able to facilitate positive social change. Using a developmental lens, this interp

APA, Harvard, Vancouver, ISO, and other styles

30

Byron, Amanda Smith. "Storytelling as Loving Praxis in Critical Peace Education: A Grounded Theory Study of Postsecondary Social Justice Educators." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/245.

Full text

Abstract:

Looking through the philosophical lens of love, this study seeks a deeper understanding and appreciation of how postsecondary social justice educators use storytelling, in the context of critical peace education, to create social change. This research explores the guiding question of how storytelling is used to encourage social change and to inspire action toward the goal of greater social justice. The argument for the importance of this research is located within the crisis of neoliberalism, where the very tenets of democratic education are being challenged by an educational agenda that favor

APA, Harvard, Vancouver, ISO, and other styles

31

Pratt, Hannah Chin. "Teaching for social justice effective strategies for improving the academic achievement of African American and Latino students /." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Pratt_H%20MITthesis%202007.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Moran, Renee Rice, Karin Keith, and Monica Billen. "Teaching Toward Social Justice Using Text Sets as Mirrors and Windows for Local, National, and Global Issues." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/979.

Full text

Abstract:

The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P‐12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.

APA, Harvard, Vancouver, ISO, and other styles

33

Quenum, Henri Elphège Léon. "Globalization, justice and solidarity: an ethical approach to the cotton market in Benin in light of Catholic social teaching." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1861.

Full text

Abstract:

Thesis advisor: Thomas Massaro<br>Globalization is a social and economic fact. It is best described as the ascendancy of the free market regulated by supply and demand. By the manner in which trade has been extended, along with the ease of financial investing and reinvesting and the migration of people, globalization has engineered a global growth and stimulated the creation of wealth in such a way that for many it "has been an economic godsend," "a common climb to the top, a rising tide raising all boats." However the growth generated has not always benefited all nations. The African countrie

APA, Harvard, Vancouver, ISO, and other styles

34

Banta, Patricia. "An Analysis of Social Justice in Teacher Education Using W. B. Gallie's Framework." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6064.

Full text

Abstract:

Essentially contested concepts result in continual disagreement over their meaning and use because important consequences flow from these disputes. Evidence of the contested nature of the concept social justice, in the context of teacher education, is documented in academic literature. Empirical evidence of the contested nature of the term is found in the transcripts of National Council for Accreditation of Teacher Education (NCATE)’s 2006 reauthorization hearing. Scholars note the complex nature of social justice and that teacher educators and colleges of education frequently use the term (e.

APA, Harvard, Vancouver, ISO, and other styles

35

Van, Jaarsveld Pieter Paul. "Hermeneutic and empirical analyses of graphically inspired metamathematics that reflect critical consciousness within perspectives of personal and social justice." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004376.

Full text

Abstract:

My involvement with mathematics education amongst township educators and learners over the past seven years has highlighted the absence of sustained meaning and meaning making of mathematical concepts. It appears though that this instrumental rather than relational understanding of FET mathematics is not unique to township learners but is encountered amongst learners of all socio-economic classes and is representative of many FET mathematics learners. Given that the language of learning and teaching is a major contributory factor in the South African education system, it appears that the langu

APA, Harvard, Vancouver, ISO, and other styles

36

Merry, Johnny Deane Merry. "Revolutionary Teaching and Learning: Teacher and Student Activists and the Co-Construction of Social Justice Pedagogy for Change." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512047502495518.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

O'Sullivan, James P. "Development as Human Rights: An Examination of Catholic Social Teaching and the Right to Development." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106970.

Full text

Abstract:

Thesis advisor: David Hollenbach<br>This dissertation looks at the reality of massive and persistent global poverty and underdevelopment in the era of globalization and the attempts to address this reality in both Catholic Social Teaching (CST) and various elements of secular theory and policy. It details that there has been a convergence of human rights and development discourse in both CST and secular thought and global public policy, and seeks a policy framework and ethical agenda for achieving “development as the realization of human rights” from a Catholic perspective. Having delineated t

APA, Harvard, Vancouver, ISO, and other styles

38

Pigza, Jennifer M. "Teacher seeks pupil - must be willing to change the world a phenomenological study of professors teaching for social justice /." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2872.

Full text

Abstract:

Thesis (Ph. D.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Dept. of Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

APA, Harvard, Vancouver, ISO, and other styles

39

Djam’an, Nurwati. "Application of the Realistic Mathematics Education (RME) Approach with a Focus on Social Justice in Teaching and Learning Mathematics." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/1171.

Full text

Abstract:

Focusing on social justice issues through Realistic Mathematics Education (RME) in this study has been developed. This study informed by action research and grounded theory as the methodology. The study revealed that there are many areas of teacher development demonstrated. This research also showed the effects of the approach upon some variables in mathematics education. Indeed, the finding showed there some evidences that socioeconomic background plays an important role on the implementation of this approach.

APA, Harvard, Vancouver, ISO, and other styles

40

Gunnells, Tiffany Ayn Hawkins. "An Exploration of the Relationship between Spirituality and Social Justice Work of Counselors and Counselor Educators." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210859322.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Vãsquez, Anna Teresa. "Critical dialogue: A study of social justice and academic language in emergent literacy." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2412.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Adkins, Angela M. "What They Take Out of the Classroom: Values, Compassion, and Lessons That Last." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1592325557127208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Huckle, Kiku E. "Which Catholic voters are "good" Catholics? a foundational comparison of voters' issue position and prioritization with Catholic social justice teaching /." Click here for download, 2010. http://proquest.umi.com.ps2.villanova.edu/pqdweb?did=2013968851&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Joseph, Manjula Peter. ""We are all in this together": Equitable mathematics teaching and implications for Social Justice in the case of Ms. Lara." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373975029.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Farias, Lauren. "Ethnography: Journey to Teaching." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/122.

Full text

Abstract:

This paper is an ethnography, meaning the study of a group of people more closely related to the customs and culture of the group of people. This was done as part of the coursework to receive a Masters in Education and a Preliminary Multiple Subject teaching credential in California. I began by looking at how the varying experiences throughout my life have shaped me into wanting to become a teacher. This is a place in the ethnography where I evaluate my own schooling and look at who impacted my life academically. Through looking at these people, I was able to see the kind of learning style I f

APA, Harvard, Vancouver, ISO, and other styles

46

Nyachae, Tiffany M. "'Race Space' Critical Professional Development as Third Space| Cultivating Racial Literacy, Ideological Becoming, and Social Justice Teaching with/in Urban Teachers." Thesis, State University of New York at Buffalo, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816448.

Full text

Abstract:

<p> Racial injustice in U. S. society cannot be separated from that which happens in U.S. classrooms. Indeed, many battles between white supremacy and antiracism are waged in the public school arena—such as, the whitewashing of slavery in textbooks, and the Supreme Court decision to ban Mexican American Studies in Arizona. Thus, this dissertation took into account teacher learning and classroom practice around race, racism, and social justice through professional development. Specifically, among teachers committed to social justice, this dissertation investigated the role professional de

APA, Harvard, Vancouver, ISO, and other styles

47

Jenkins, Jennifer N. "Student Learning Assessment in the Social Sciences: Establishing A National Baseline for Criminal Justice Programs." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1945.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Kelly, Conor M. "Service and Justice, Peace and Solidarity: Theology and Ethics for Work and Leisure." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104055.

Full text

Abstract:

Thesis advisor: James F. Keenan<br>This dissertation examines the significance of work and leisure from the perspective of Christian theology and ethics. Specifying work as obligatory activity and leisure as discretionary activity, the dissertation argues that a theological vision for work as a form of service and leisure as a form of peace can challenge some of the most damaging assumptions about paid employment and the use of free time. In the process, the dissertation also identifies the personal and social transformations necessary to make the theological vision a reality, and it proposes

APA, Harvard, Vancouver, ISO, and other styles

49

Elston, Amy Darr. "Teaching Tolerance in Language Arts for Student Awareness in Middle Schools." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1396196165.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Boggus, Katrina. "Teaching: The Fire In My Heart." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/144.

Full text

Abstract:

Through my experiences interning as a first-year teacher of underprivileged students, I have learned that being an educator is more than a career, it is a lifestyle. It is not a job title, but an identity we inhabit. This year my role as an educator consumed every part of me; mind, body, and soul. It pushed me to analyze my identity, critique my privilege, study learning theories, implement various pedagogies, evaluate meaningful content and research contextual situations. Through this process of self-discovery and research, I have determined my educational philosophy to be: children are born

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!