Assignment #1 - Group C, Reflection #2

Teaching for Educational Justice: Teaching as a Social Change Agent

“In the remaining chapters of this book, we will continue to share the experiences and reflections of teachers who identify themselves as teachers for social justice. Many of them are writing at the conclusion of their first year of teaching. Through their teacher education courses, their work in classrooms, and their own life experiences, they understand the inequalities we’ve described in this chapter, and they’ve begun their careers committed to teaching in ways that will change the world. Their voices are hopeful and optimistic about the possibilities of education and social justice in a diverse, unpredictable world. These teachers also reveal their struggle to bring their knowledge and values to their practice as they strive to create classrooms and schools where students develop the academic and moral capacities and the commitment to shape their own places in a socially just future[…] These four teachers struggle for socially just public schools that forge unity without diminishing difference. They also hold on to the belief that schools and teaching can indeed change a world where lives are marked by poverty, discrimination, and injustice” (Oakes & Lipton, 2007, p. 25).

First, it is extremely important for teachers to recognize that they are in a position to teach for social justice, and that they are therefore responsible for instilling these values within their students. It is critical for social justice education to be present in primary schools and beyond, especially in the education of future teachers. Only then will people possess the ability to affect change in their own lives and in society as a whole. Since teaching for a just society is difficult and it may take a while for change to be evident, it is important for teachers to maintain an optimistic attitude and encourage their students to never give up hope. The most effective way to teach for social justice that will endure is to combine the Social Reconstructionism theory of teaching with that of Multiculturalism/Socioculturalism. Recognizing, understanding, and respecting diverse cultures and peoples through instruction in the classroom will enable students to look past their differences and unite to change the unjust society in which they live.

Rethinking Mathematics: Teaching Social Justice by the Numbers by Eric (Rico) Gutstein “includes teaching ideas, lesson plans, and reflections that teachers can use to weave social justice principles throughout the math curriculum, as well as to integrate social justice math into other curricular areas. The book’s goal is to provide high-level math to all students, and, at the same time, develop students’ understanding of society and prepare them to be critical, active members of a democratic society” (Oakes & Lipton, 2007, p. 128).

Prior to reading about Gutstein’s new book, I had never thought about how mathematics is essential to understanding important social issues. Now I see everything in a new light. I am extremely eager to incorporate social justice education into every area of my teaching. Doing so will enable my students to have a depth of knowledge about social justice instead of just scratching the surface of the issue. I find the book’s commitment to maintaining a high level of instruction and standards for students while simultaneously incorporating elements of the social justice perspective to be very appealing. It is extremely important to not lose sight of helping students master the traditional subjects while giving them the tools to look at the world through critical eyes.

“In the educational mainstream, first Horace Mann and later John Dewey envisioned schools as agencies of social reform and the democratization of American society. Dewey stressed that classrooms are a part of life, not merely preparation for it, and that to make society more democratic, students must participate in classrooms that are themselves democratic societies. Teachers must give students a chance to learn how their actions affect the success or failure of the group. And students must develop their sense of civic-mindedness by sharing both the pleasant and trying tasks that complex group projects require. ‘Doing one’s part’ as a member of a classroom project prepares children to be both leaders and followers” (Oakes & Lipton, 2007, p. 273).

John Dewey’s assertion that “classrooms are a part of life, not merely preparation for it” is extremely insightful. Teachers must instruct their students in such a way that they feel as if they are learning and acting in the global society, as opposed to just inside the classroom. Doing so will enable the students to develop and refine their critical thinking skills, as well as their ability to recognize injustice, to view themselves as agents for social change, and to put that change into effect. Teachers must also ensure that their classrooms are democratic so that their students understand the democratic process, its importance, and the problems that occur when society is no longer truly democratic. Activities and projects that require students to cooperate and work well together, as well as assume less desirable roles, will provide them with experiences and lessons that they will be able to apply to their own lives as they work towards a just society.

“At the end of the twentieth century, critical pedagogy emerged as a theory of education that calls for classrooms to be democratic and socially just communities[…] When teachers use a critical pedagogy, they ask students to examine historical and contemporary events, institutions, and relationships in order to expose otherwise invisible mechanisms of advantage and disadvantage. This endeavor requires listening to different voices, versions, and interpretations typically kept out of official versions of school knowledge and culture” (Oakes & Lipton, 2007, p. 273).

It is extremely important for students to thoroughly study and understand the structures, events, institutions, relationships, practices, and patterns of the past. This knowledge will provide them with the tools they need to be critical of their contemporary society and its flaws and shortcomings. Teachers must strive to include diverse perspectives of many issues so that their students can learn to see multiple sides of every issue. When students discover what they would have been missing in a traditional education, they will work to ensure that future generations are given the same progressive education and are not kept in the dark about societal issues. Teaching students to be critical of society and accepting of diverse cultures and people is the surest way of guaranteeing a just society for the future.

Reference List

Oakes, J., & Lipton, M. (2007). Teaching to change the world (3rd ed.). New York: McGraw-Hill.

Assignment #1 - Group C, Reflection #1

Schools and Communities in Partnership

“Administrators and teachers are professionals whom the public entrusts with creating classroom practices and school cultures where all students can learn well; their actions determine the quality of students’ opportunities. However, educators are not the only adults who influence whether schools actually become academically rigorous and socially just learning communities. Administrators, teachers, parents, and community members must all work toward this goal. In the best schools, educators reach out, welcome, guide, and respond to families and community members to make sure that their participation is authentic and meaningful” (Oakes & Lipton, 2007, p. 383).

Teachers and administrators play a large role in shaping students’ educational experiences and opportunities. However, they should not be the only people involved in determining the methods and goals of a school. The parents of the students, as well as other community members, should be allowed to collaborate with teachers and administrators in these matters, and should do so when given the opportunity. Educators cannot wait for the parents to come to them. Teachers must actively seek and recruit the parents and community members who are willing to contribute to the success of their local schools. They must disregard the notion that parents of low socioeconomic status are not as involved as their wealthier counterparts, and instead make them feel comfortable enough to participate and play a larger role in their children’s education.

“Parent ‘involvement’ means so much more than parents’ acting as supporters, helpers, or compliant clients for the schools’ services. Parents must be equal partners in their children’s schooling; this is not to say, however, that parents and teachers are supposed to perform one another’s ‘jobs.’ Instead, the entire community needs to get straight how its various members both do their job and work together. This isn’t easy, because the best distribution of work and power in order to create a good school is not familiar or comfortable to most people” (Oakes & Lipton, 2007, p. 384).

Again, it is extremely important for parents to play an active role in their children’s education, both inside and outside of the classroom. One cannot truly benefit from one’s education until the teachers and parents have equal positions from which to influence one’s education. Many may not be familiar, or even agree, with this idea, but adopting such a technique will finally allow parents to be involved in every aspect of their child’s education. This will ensure that teachers and parents understand each other’s methods and goals. Additionally, parents must have access to the overarching educational structure of the school, not just that of the classroom.

“An activist approach to improving school opportunities draws from the collective power of residents to solve public problems; this power to solve comes from critically examining community issues and taking action to solve them. Parents who are community activists can be especially effective in bringing socially just schooling to all of the neighborhood’s children. Parent activists are also uniquely well positioned to bridge families and schools. Parents who have organized to promote social change do not see themselves as empowered by others; their empowerment is derived from their collective actions and ‘wins,’ whereby each successful activity informs and emboldens them. By contrast, typical school-controlled support projects may speak of empowering parents, but they often place limits on parents’ ‘power’ if parents’ goals differ from the school’s agenda” (Oakes & Lipton, 2007, p. 407).

The most effective way to include the community in the life of the school is to take an activist approach. Residents can only solve public problems once they unite and stand together, creating power to affect change. Local activists are the most effective way to ensure that every child receives a socially just schooling, and those who are parents serve the important purpose of bridging families and schools together in a mutual flow of respect and culture. Current policies related to parents in schools claim to empower them, while actually limiting their power if their goals differ from those of the school. Instead, schools should embrace local activists and encourage parents to participate in all aspects of their child’s schooling.

“Teachers are rarely leaders of these organizing approaches to parent and community involvement in education. Yet, increasingly, community organizations are reaching out to teachers who are committed to social justice education to add their voices and their power to that of parents. Many teachers have also discovered that the strategies of community organizing – building relationships, forging common meanings about teaching and learning, and taking action together – are powerful ways for forging connections with parents” (Oakes & Lipton, 2007, p. 414).

Teachers must also make increased efforts to include parents and community members in the more obscure and concealed aspects of education. Recently, it has been up to the local residents to include the teachers in their efforts, but it should be a mutual endeavor. Through the efforts of communities, educators have discovered important and powerful ways of building and maintaining connections with parents. The community organizing strategies of the residents can easily be adapted by teachers to fit the classroom and influence their students’ education.

Reference List

Oakes, J., & Lipton, M. (2007). Teaching to change the world (3rd ed.). New York: McGraw-Hill.