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Social Justice and Resilience for African American Male Counselor Educators: A Phenomenological Study 
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下载免费PDF全文 Colette T. Dollarhide Renae D. Mayes Sabri Dogan Yahyahan Aras Kaden Edwards J. P. Oehrtman Adam Clevenger 《Counselor Education & Supervision》2018,57(1):2-17
In this phenomenological study, the authors interviewed 4 African American male counselor educators about their social justice efforts. Resulting themes were lifelong commitment to social justice, reaction to resistance, professional and personal support, and the meaning of social justice work. Findings suggest that social justice work can increase professional resilience for African American male counselor educators. 相似文献
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Joseph M. Williams H. George McMahon Rachael D. Goodman 《Counselor Education & Supervision》2015,54(2):82-97
Eco‐webbing is a teaching strategy that can be used to help counselor educators integrate a social justice focus into their courses. Preliminary data indicated increased critical consciousness and social justice agency as a result of using eco‐webbing with counseling students (N = 17). The authors provide implications for counselor educators and future research. 相似文献
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社会公正与大学角色 总被引：1，自引：0，他引：1
蒋凯 《Frontiers of Education in China》2009,4(2):159-174
Social justice is not only a vital ethical principle of the human society but also the all-important value of the entire social
system. As a public sphere, the university undertakes the purpose to achieve public interest. It plays a significant role
in reflecting, defending, and fostering social justice. Nurturing people with social justice awareness is a key mission of
the university; it communicates and advocates the ideas of social justice, which helps to foster social justice consciousness
of the public; and, for its own part, it must strive to embody and defend procedural justice.
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Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2007, 28(1): 13–19, revised by Zha Qiang, Faculty of Education, York University 相似文献
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陈驰 《四川师范大学学报(社会科学版)》2003,30(2):5-11
纵观西方思想家们关于正义观念的论述，可以得出正义的一般结论：正义即各得其所。具体而言，正义是人们在当时的社会物质生活条件下，以社会公共利益为依归，合理分配社会权益和义务的道德理想与法治标准。 相似文献
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The authors present diffusion of innovation theory (Rogers, 2003) as a framework for integrating social justice into counselor education. An overview of diffusion theory is provided along with how the tenets of diffusion of innovation can be used to alleviate fears and anxieties that come with adopting an innovation such as social justice in counselor education. 相似文献
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Andrea L. Dixon Catherine Tucker Mary Ann Clark 《Counselor Education & Supervision》2010,50(2):103-115
Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided. 相似文献
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The article builds on prior arguments that research on issues of social justice in education has often lacked constructive engagement with education policy-making, and that this can be partly attributed to a lack of clarity about what a socially just education system might look like. Extending this analysis, this article argues that this lack of clarity is perpetuated by a series of contradictions and dilemmas underpinning ‘progressive’ debate in education, which have not been adequately confronted. At the heart are dilemmas about what constitutes a socially just negotiation of the binarised hierarchy of knowledge that characterises education in the UK, Australia and elsewhere. Three exemplar cases presented from contemporary education curriculum policy in England and Australia are used to illustrate these dilemmas. We then extend this argument to a series of other philosophical dilemmas which haunt education and create tensions or contradictions for those concerned with social justice. It is maintained that we need to confront these dilemmas in efforts to extend conceptual clarity in what it is we are seeking to achieve, which in turn can better equip us to provide the empirical and conceptual information necessary to effectively engage policy-making to remediate inequalities in education. 相似文献
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ABSTRACTAmidst widespread inequality, advocates of sport and physical activity have proposed ways in which sport might support those on the social, economic, and geographic margins. In this essay, we consider the place and role of sport in responding to various forms of inequality, and reflect upon its place in pursuing social justice. In so doing, we bring a perspective of critical sociology to the question(s) of whether and how sport can play a role in responding to inequality. Our main argument is that sport has had, and continues to have, a place and role in the pursuit of social justice, but only in so far as sport’s advocates are willing and able to differentiate between justice and charity. To build this case, we draw on the differentiation between the dominant and transformative models of sport for development. 相似文献
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刘建国 《商丘职业技术学院学报》2006,5(3):17-18
社会公正概说、社会公正的前提及社会公正的标准是社会公正的基本内容。它既是热点问题,又是伦理学、政治学、法理学以及经济学的跨学科难点问题,社会公正是社会治理的最重要的道德原则之一。要实现建立和谐社会的宏伟目标,就必须最大限度地实现社会公正。 相似文献
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Martin Scanlan 《International journal of qualitative studies in education》2013,26(8):1067-1086
Social justice education emphasizes how schools can better serve traditionally marginalized students. This case study examines the pursuit of social justice education in an unlikely setting: a Catholic elementary school that both espouses inclusion of all children and effectively includes children with a wide range of disabilities. The article focuses on the way a school principal understands the concept of inclusivity and how this “epistemology of inclusivity” enacted by the leader impacts the pursuit of social justice in the school. The study illustrates that an epistemology of inclusivity can at once embolden and delimit the social justice practices. 相似文献
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在构建和谐社会中去实现公正 总被引：4，自引：0，他引：4
一部人类历史也就是追求社会公正的历史。但是,社会公正是一个历史范畴,在不同的社会历史阶段,有着不同的内涵和表现形式。无论是在农业社会的等级制条件下,还是在近代政治领域与经济领域、公共领域与私人领域分化的条件下,都无法实现真正的社会公正,以至于思想家们往往是在起点公正、结果公正这些问题上进行繁琐的探讨。其实,社会公正的实质是人们之间的利益关系,它的实现需要在利益关系的变动中进行。当前,人类正在走向后工业社会,这是一种全新的利益关系形成的过程,这种利益关系将以人们之间的合作关系的形式表现出来,进而生成社会合作体系和实现社会公正。 相似文献
12.
教育公正对构建和谐社会的基础性作用 总被引：1，自引：0，他引：1
在我国当前社会转型时期，社会公正问题逐步凸现出来。教育公正作为其中的组成部分，是社会公正的重要内容，愈发引起人们的重视；教育公正作为社会公正的基础之一，是社会公正在教育领域的延伸，也是达到社会公正的重要手段和途径。通过推进教育公正进而逐步消除我国社会转型时期的不公正现象，对当前构建和谐社会的顺利进行具有特别重要的意义。 相似文献
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《Studying Teacher Education》2013,9(3):317-333
ABSTRACTIn light of societal pluralism, diverse visions exist for social justice. In this sense, uncertainty is a marker of social justice education and research. This article shares insights into how we came to ask a question about teaching for social justice through cross-cultural collaborative self-study. Eight New Zealand pre-service teachers participated in semi-structured interviews in which they reflected on their six-week social studies methods course. Drawing on pedagogical moments that the pre-service teachers saw as being significant, this article explores the generative and ambiguous ways in which the course ‘muddied the waters’ of their unfolding conceptions and practices of social justice education. The article describes how coming to know ‘teaching for social justice’ through the eyes of these pre-service teachers provided a reflexive surface for our self-study and has shaped its trajectory. In contrast to our initial desire for greater certainty, placing the uncertainties of social justice at the forefront of our practice has become central to our inquiry. 相似文献
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Roles,practices and contexts for acting as agents of social justice – student teachers’ perspectives
ABSTRACTStudent teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding of their roles without taking account of how concrete working contexts shape what they see as possible in their practice. This study explored how students in two teacher education programmes based at the University of Edinburgh perceived their roles, practices and contexts for acting as agents of social justice. Mixed methods were used for data generation and triangulation including a questionnaire survey (n = 299) and scenario-based interviews (n = 9) to explore how students think about social justice issues in context. Student teachers generally saw agency for social justice as part of their role. Their understanding of the ways of addressing context-embedded issues of social justice focused on classroom practices while they raised concerns about how their practice depends on others in the system. We discuss the implications of these findings for teacher education. 相似文献
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李伟波 《河北师范大学学报(教育科学版)》2009,11(3)
针对程朱理学"存天理、灭人欲"的理欲观,清初颜李学派提出了"理在欲中"的理欲现,主张"欲"的合理性,同时提倡节欲.这种理欲观有利于解放人性,促进社会经济的发展,并且推进了"事物之教"的书院教育改革. 相似文献
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ABSTRACTWhat do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.Abbreviation ITE: Initial Teacher Education ITE 相似文献
20.
Stefani Relles Randall Clemens 《International journal of qualitative studies in education》2018,31(4):312-327
The purpose of this paper is to introduce the ‘Do It Yourself’ (DIY) framework as a mode of critical qualitative scholarship. The authors argue that the production and distribution methods used by punks, zine-makers, graffitists, and skateboarders – among others – may support the social justice intentions of critical qualitative inquiry. The use the DIY framework to suggest activism itself is a collaborative process shaped by the frictions between activists and dominant systems, but mediated by the consumers of cultural production. Through examples and case studies, the authors demonstrate how DIY methods support patterns of collaboration that can lead to social change. The paper concludes with a proposal for DIY scholarship that suggests how critical qualitative researchers can amplify the utility of their methods to support social justice. 相似文献