Log in

Relevant bibliographies by topics / Social justice teaching / Journal articles

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

Journal articles 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 journal articles 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 journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Fahrenwald, Nancy L. "Teaching Social Justice." Nurse Educator 28, no. 5 (2003): 222–26. http://dx.doi.org/10.1097/00006223-200309000-00009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Agarwal, Ruchi. "Negotiating Visions of Teaching: Teaching Social Studies for Social Justice." Social Studies Research and Practice 6, no. 3 (2011): 54–66. http://dx.doi.org/10.1108/ssrp-03-2011-b0004.

Full text

Abstract:

Pre-service teachers may leave their graduate programs with strong social justice leanings, yet most begin teaching struggling to integrate their visions into a context constrained by accountability demands. Pressures and constraints, such as high-stakes testing and mandated curriculum, may require teachers committed to social justice to negotiate what they want to teach and what they are able to teach. This piece highlights the daunting journey of one beginning teacher and her struggle to uphold her commitment to teach for social justice while still meeting administrative expectations. The st

APA, Harvard, Vancouver, ISO, and other styles

3

Singh, Anneliese A. "Teaching Social Justice Advocacy." Psychology of Women Quarterly 34, no. 4 (2010): 550–53. http://dx.doi.org/10.1111/j.1471-6402.2010.01604.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Brown, Sonia, Stacye Blount, Charles A. Dickinson, et al. "Teaching for Social Justice." Teaching Sociology 44, no. 4 (2016): 244–55. http://dx.doi.org/10.1177/0092055x16665450.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Hyslop‐Margison, Emery J. "Teaching for social justice." Journal of Moral Education 34, no. 2 (2005): 251–56. http://dx.doi.org/10.1080/03057240500127228.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Finkel, Liza. "Teaching science for social justice." Science Education 89, no. 2 (2005): 350–52. http://dx.doi.org/10.1002/sce.20075.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Torres-Harding, Susan R., and Steven A. Meyers. "Teaching for Social Justice and Social Action." Journal of Prevention & Intervention in the Community 41, no. 4 (2013): 213–19. http://dx.doi.org/10.1080/10852352.2013.818479.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Thurber, Amie, Helen Buckingham, Jordenn Martens, Rebecca Lusk, Darrylann Becker, and Stacey Spenser. "Teaching and Learning Social Change." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, no. 2 (2022): 82–99. http://dx.doi.org/10.15402/esj.v8i2.70743.

Full text

Abstract:

How can social work courses prepare students to be scholars of social movements, and also to act in solidarity with movements for social justice? How can graduate programs reimagine the professional socialization of social work students from aspiring for expertise toward a stance of life-long learning? How can instructors more deeply leverage our teaching practice to advance justice in our communities? This paper traces one attempt to answer these questions through a three-quarter graduate social work course designed to deepen students’ skills and knowledge in practices for social transformati

APA, Harvard, Vancouver, ISO, and other styles

9

Motulsky, Sue L., Susan H. Gere, Rakhshanda Saleem, and Sidney M. Trantham. "Teaching Social Justice in Counseling Psychology." Counseling Psychologist 42, no. 8 (2014): 1058–83. http://dx.doi.org/10.1177/0011000014553855.

Full text

Abstract:

Recent years have witnessed increased calls from counseling psychology to include social justice competencies in the training of future practitioners. Integration of social justice awareness, advocacy skills, and opportunities for social change action are needed extensions of the field’s commitment to multicultural competency. Classroom teaching is a key component of transforming counseling psychology curricula and of developing students’ awareness of the value of social justice perspectives, yet pedagogical applications are rarely present in the literature. This article provides a case exampl

APA, Harvard, Vancouver, ISO, and other styles

10

Pettit, Joe. "Five Rules for Teaching Social Justice." Political Theology 7, no. 4 (2006): 475–89. http://dx.doi.org/10.1558/poth.v7i4.475.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

McCoy, Leah P. "Poverty: Teaching Mathematics and Social Justice." Mathematics Teacher 101, no. 6 (2008): 456–61. http://dx.doi.org/10.5951/mt.101.6.0456.

Full text

Abstract:

Three mathematics lessons in a social justice setting of learning about poverty. Student activities include budgeting, graphic data representation, and linear regression, all in the context of connecting, communicating, and reasoning about poverty. The author leads students through defining the poor and poverty, the effects of poverty on education, and what students can do to combat poverty through understanding the mathematical realities.

APA, Harvard, Vancouver, ISO, and other styles

12

Ramirez, Ricardo. "Catholic Social Teaching on Restorative Justice." Journal of Catholic Social Thought 8, no. 1 (2011): 7–18. http://dx.doi.org/10.5840/jcathsoc2011812.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Skerrett, Allison. "Teaching Critical Literacy for Social Justice." Action in Teacher Education 31, no. 4 (2010): 54–65. http://dx.doi.org/10.1080/01626620.2010.10463535.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

RABOW, JEROME, JILL M. STEIN, and TERRI D. CONLEY. "Teaching Social Justice and Encountering Society." Youth & Society 30, no. 4 (1999): 483–514. http://dx.doi.org/10.1177/0044118x99030004005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

FREEDMAN, ERIC. "Is Teaching for Social Justice Undemocratic?" Harvard Educational Review 77, no. 4 (2007): 442–73. http://dx.doi.org/10.17763/haer.77.4.hm13020523406485.

Full text

Abstract:

In this article, Eric Freedman examines the extent to which critical pedagogy can be considered a democratic form of education. Comparing Paulo Freire's notion of dialogue to Jürgen Habermas's "ideal speech situation," Freedman argues that such dialogue cannot realistically occur in educational situations where the teacher remains in an institutionalized position of power. This argument opens critical pedagogy to the charge of indoctrination. The author thus proposes three ways to align the practice more closely with democratic principles. The first is to employ a democratic procedure to devel

APA, Harvard, Vancouver, ISO, and other styles

16

Cho, Hyunhee. "Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education." International Journal of Multicultural Education 19, no. 2 (2017): 1. http://dx.doi.org/10.18251/ijme.v19i2.1307.

Full text

Abstract:

This article uses well-received contemporary scholarship—works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay—to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that social justice is an inherent feature and goal of multicultural education, and the discourses between teaching for social justice and multicultural education should be mutually associated with one another to more effectively promote social justice. The artic

APA, Harvard, Vancouver, ISO, and other styles

17

Gorham, Ursula. "Teaching for Justice: Implementing Social Justice in the LIS Classroom." Journal of Education for Library and Information Science 61, no. 1 (2020): 158–59. http://dx.doi.org/10.3138/jelis.61.1.2019-0017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Valadez, James, and Philip Mirci. "Educating for Social Justice: Drawing from Catholic Social Teaching." Journal of Catholic Education 19, no. 1 (2015): 155–77. http://dx.doi.org/10.15365/joce.1901072015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Booth, Philip, and Matías Petersen. "Catholic Social Teaching and Hayek's Critique of Social Justice." Logos: A Journal of Catholic Thought and Culture 23, no. 1 (2020): 36–64. http://dx.doi.org/10.1353/log.2020.0002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Segal, Elizabeth A., and M. Alex Wagaman. "Social Empathy as a Framework for Teaching Social Justice." Journal of Social Work Education 53, no. 2 (2017): 201–11. http://dx.doi.org/10.1080/10437797.2016.1266980.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Orlowski, Paul. "The Light to the Left: Conceptions of Social Justice Among Christian Social Studies Teachers." in education 23, no. 1 (2017): 66–91. http://dx.doi.org/10.37119/ojs2017.v23i1.315.

Full text

Abstract:

This article describes a study that took place in Saskatchewan, Canada, during 2013-2014. Ten practicing high school social studies teachers who self-identified as Christian answered an unsolicited invitation to participate in a qualitative study about the ways in which they think about social justice. Almost evenly split between Catholic and Protestant, female and male, and urban and rural, most participants were very progressive in their thinking about important economic and social issues. For example, all supported paying taxes and the social welfare state, and almost all supported gay righ

APA, Harvard, Vancouver, ISO, and other styles

22

Campbell, Elizabeth. "Ethical Teaching and the Social Justice Distraction." Teachers College Record: The Voice of Scholarship in Education 115, no. 13 (2013): 216–37. http://dx.doi.org/10.1177/016146811311501313.

Full text

Abstract:

This chapter presents a conceptual argument that positions two broad areas of educational scholarship—the moral and ethical dimensions of teaching and social justice education—as being quite separate, different, and ultimately antithetical, despite contemporary trends towards merging them in both theoretical and practical ways. It argues that an emerging tendency in social justice education to position its political agenda as a moral or ethical endeavor, especially within teacher education, is problematic in that it complicates, rather than enhances, the conceptualization of teaching as moral

APA, Harvard, Vancouver, ISO, and other styles

23

Glasgow, Jacqueline N. "Teaching Social Justice through Young Adult Literature." English Journal 90, no. 6 (2001): 54. http://dx.doi.org/10.2307/822056.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Crosby, Shantel D., Penny Howell, and Shelley Thomas. "Social justice education through trauma-informed teaching." Middle School Journal 49, no. 4 (2018): 15–23. http://dx.doi.org/10.1080/00940771.2018.1488470.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Merrett, Christopher. "Teaching Social Justice: Reviving Geography's Neglected Tradition." Journal of Geography 99, no. 5 (2000): 207–18. http://dx.doi.org/10.1080/00221340008978969.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Mahony, Pat, and Ian Hextall. "Social justice and the reconstruction of teaching." Journal of Education Policy 13, no. 4 (1998): 545–58. http://dx.doi.org/10.1080/0268093980130407.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Alexander, Susan M. "Social Justice and the Teaching of Sociology." Sociological Focus 38, no. 3 (2005): 171–79. http://dx.doi.org/10.1080/00380237.2005.10571263.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Sleeter, Christine. "Teaching for Social Justice in Multicultural Classrooms." Multicultural Education Review 5, no. 2 (2013): 1–19. http://dx.doi.org/10.1080/2005615x.2013.11102900.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Ringo, Saroja. "Teaching for Social Justice: Experiences and Epiphanies." Multicultural Perspectives 10, no. 4 (2008): 229–33. http://dx.doi.org/10.1080/15210960802526334.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Duncan, Patti. "Editorial Introduction: Feminist Teaching for Social Justice." Feminist Formations 30, no. 3 (2018): vii—xv. http://dx.doi.org/10.1353/ff.2018.0031.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Sleeter, Christine. "Teaching for Social Justice in Multicultural Classrooms." Multicultural Education Review 5, no. 2 (2013): 1–19. http://dx.doi.org/10.14328/mer.2013.09.30.01.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Cho, Hyunhee. "Navigating social justice literacies: the dynamics of teacher beliefs in teaching for social justice." Asia Pacific Education Review 19, no. 4 (2018): 479–91. http://dx.doi.org/10.1007/s12564-018-9551-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Harrington, C. Lee. "Book Review: Teaching Justice: Solving Social Justice Problems through University Education." Teaching Sociology 41, no. 4 (2013): 393–94. http://dx.doi.org/10.1177/0092055x13496207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Gatenio Gabel, Shirley, and Susan Mapp. "Teaching Human Rights and Social Justice in Social Work Education." Journal of Social Work Education 56, no. 3 (2019): 428–41. http://dx.doi.org/10.1080/10437797.2019.1656581.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Gerdin, Göran, Lena Larsson, Katarina Schenker, et al. "Social Justice Pedagogies in School Health and Physical Education—Building Relationships, Teaching for Social Cohesion and Addressing Social Inequities." International Journal of Environmental Research and Public Health 17, no. 18 (2020): 6904. http://dx.doi.org/10.3390/ijerph17186904.

Full text

Abstract:

A focus on equity and social justice in school health and physical education (HPE) is pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society. The aim of the present study was to identify school HPE teaching practices that promote social justice and more equitable health outcomes. Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HPE teachers across schools in Sweden, Norway, and New Zealand. The data were analysed following the principles of thematic analysis. In this paper, we

APA, Harvard, Vancouver, ISO, and other styles

36

Speicher, Stephanie. "Building community using experiential education with elementary preservice teachers in a social studies methodology course." Journal of Global Education and Research 5, no. 2 (2021): 111–20. http://dx.doi.org/10.5038/2577-509x.5.2.1030.

Full text

Abstract:

There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness

APA, Harvard, Vancouver, ISO, and other styles

37

Funge, Simon, Nancy Meyer-Adams, Chris Flaherty, Gretchen Ely, and Jeffrey Baer. "Facilitating CSWE's Social Justice Competency in Baccalaureate Social Work Courses." Journal of Baccalaureate Social Work 16, no. 2 (2011): 55–73. http://dx.doi.org/10.18084/basw.16.2.u42r64742712q763.

Full text

Abstract:

The Council on Social Work Education identifies social justice as one of 10 core competencies in its 2008 Educational Policy and Accreditation Standards. Educators can find it daunting to address this particular competency. The National Association of Social Workers' Social Work Speaks can provide a practical guide for educating students in the policy positions of social work's primary professional association. This article offers uses of these materials that can infuse social justice concepts into foundation coursework, mitigating not only some of the challenges associated with teaching this

APA, Harvard, Vancouver, ISO, and other styles

38

Applebaum, Barbara. "Is Teaching for Social Justice a “Liberal Bias”?" Teachers College Record: The Voice of Scholarship in Education 111, no. 2 (2009): 376–408. http://dx.doi.org/10.1177/016146810911100204.

Full text

Abstract:

Background/Context A charge heard repeatedly, especially in contemporary media by neo-conservatives such as David Horowitz and George Will, maintains that there is a “liberal bias” in North American academe. The primary grievance is that students in higher education are being indoctrinated into a left-wing ideology that discriminates against conservatives and that some professors are using their classrooms as a political podium at the expense of intellectual diversity. Purpose/Objective/Research Question/Focus of Study The purpose of this project is to analytically assess the charge of “libera

APA, Harvard, Vancouver, ISO, and other styles

39

Register, Jordan, Anthony Fernandes, and David Pugalee. "Supporting Preservice Mathematics Teachers’ Culturally Responsive Teaching: A Focus on Teaching for Social Justice." Mathematics 10, no. 6 (2022): 896. http://dx.doi.org/10.3390/math10060896.

Full text

Abstract:

This paper reports on how 10 middle and high school preservice teachers (PSTs) designed a social justice focused lesson using the culturally responsive mathematics teaching (CRMT) tool. Results from our analysis indicate that most of the PSTs were able to select appropriate social justice topics, though not all the PSTs integrated mathematics and social justice throughout their lessons. The results show that most of the PSTs need more experience with mathematization, handling controversial discussions, and developing transformative student action. Our work also led to a modification of the too

APA, Harvard, Vancouver, ISO, and other styles

40

Budiman, Kalvin. "Critical Race Theory: Example of an Alien Concept of Social Justice According to the Bible." Veritas: Jurnal Teologi dan Pelayanan 21, no. 1 (2022): 15–36. http://dx.doi.org/10.36421/veritas.v21i1.485.

Full text

Abstract:

Not all social justice teachings are social justice according to the teaching of the Bible. The case in point is the teaching of critical theory on racism (Critical Race Theory or CRT). This teaching that nowadays has a strong influence over universities in the United States promotes widely concepts such as systemic racism, social binary, and intersectionality, which has actually caused a social rift marked by never-ending racial prejudice. From the biblical point of view, the critical theory view of racism contains social consequences that harm society at large. It has taught a social minds

APA, Harvard, Vancouver, ISO, and other styles

41

Ortiz, Tarasawa, Al-Musaifry, Trimble, and Straton. "Positionality in Teaching: Implications for Advancing Social Justice." Journal of General Education 67, no. 1-2 (2019): 109. http://dx.doi.org/10.5325/jgeneeduc.67.1-2.0109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

DiIulio,, John J. "Catholic Social Teaching, Racial Reconciliation, and Criminal Justice." Journal of Catholic Social Thought 3, no. 1 (2006): 121–36. http://dx.doi.org/10.5840/jcathsoc20063111.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Koch, Julie M., and Cindy L. Juntunen. "Non-Traditional Teaching Methods That Promote Social Justice." Counseling Psychologist 42, no. 7 (2014): 894–900. http://dx.doi.org/10.1177/0011000014551772.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Badger, L. N. "Teaching communication activism: Communication education and social justice." Journal of Communication 65, no. 5 (2015): E13—E15. http://dx.doi.org/10.1111/jcom.12179.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Lumb, Richard C., and Anita Blowers. "Teaching criminal justice through the social inquiry method." Journal of Criminal Justice Education 9, no. 1 (1998): 103–18. http://dx.doi.org/10.1080/10511259800084221.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Dutta, Urmitapa, Teresa Shroll, Jennifer Engelsen, Sadie Prickett, Laura Hajjar, and Jamila Green. "The “Messiness” of Teaching/Learning Social (In)Justice." Qualitative Inquiry 22, no. 5 (2016): 345–52. http://dx.doi.org/10.1177/1077800416637623.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Clarke, Marie, and Sheelagh Drudy. "Teaching for diversity, social justice and global awareness." European Journal of Teacher Education 29, no. 3 (2006): 371–86. http://dx.doi.org/10.1080/02619760600795239.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Belknap, Ruth Ann. "Teaching Social Justice Using a Pedagogy of Engagement." Nurse Educator 33, no. 1 (2008): 9–12. http://dx.doi.org/10.1097/01.nne.0000299499.24905.39.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Bullough, Robert V. "Empathy, teaching dispositions, social justice and teacher education." Teachers and Teaching 25, no. 5 (2019): 507–22. http://dx.doi.org/10.1080/13540602.2019.1602518.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Holmes, Ryan C. "Teaching for Diversity and Social Justice (2nd Ed.)." Journal of College Student Development 49, no. 3 (2008): 261–64. http://dx.doi.org/10.1353/csd.0.0004.

Full text

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!