A Critical Analysis of Literature on Social Justice Curriculum: Avoiding Historical Amnesia

Sonst. Personen	Hartlep, Nicholas D. (Hrsg.)
Titel	A Critical Analysis of Literature on Social Justice Curriculum: Avoiding Historical Amnesia
Quelle	(2009), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Justice; Educational Research; Criticism; Educational Practices; Effect Size; Social Science Research; Civil Rights; Questionnaires; Pretests Posttests; Research Methodology; Secondary School Curriculum; College Preparation; Social Attitudes; Consciousness Raising; Cultural Pluralism; Racial Attitudes; Multicultural Education; Educational Methods; Cooperation; Computation; High Schools; Case Studies; Mentors; Interpersonal Competence + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungsforschung; Pädagogische Forschung; Kritik; Bildungspraxis; Social scientific research; Sozialwissenschaftliche Forschung; Bürgerrechte; Grundrechte; Zivilrecht; Fragebogen; Research method; Forschungsmethode; Social attidude; Soziale Einstellung; Bewusstseinsbildung; Kulturpluralismus; Rassenfrage; Multikulturelle Erziehung; Educational method; Erziehungsmethode; Co-operation; Kooperation; High school; Oberschule; Case study; Fallstudie; Case Study; Interpersonale Kompetenz
Abstract	The purpose of this critical analysis is to gain quantitatively greater statistical accuracy synthesizing past empirical studies conducted on the topic of social justice curriculum (hereafter SJC) with similar research foci, but dissimilar research questions. Currently there is a clarion call for further quantitative research to be conducted on the topic of SJC. According to Matsumoto (1994) quantitative educational research typically adheres to one of the following two paradigms: (1) universalistic (etic) view, or (2) relativistic (emic) view. Three studies were critically analyzed. Sample sizes varied between the studies from as small as n = 12 to as large as n = 55. Only one study provided sufficient data/information needed to calculate effect size and thus, was the only study statistically analyzed in this critique. Given the conclusory findings of this critical analysis, current understandings have been promoted. It appears that an effective SJC should consist of, but should not and cannot be limited to the following elements: (1) the preparation for college; (2) the questioning of current educational practices; (3) the unlearning of "common sense beliefs;" (4) the teaching of racial consciousness; (5) the teaching of multicultural awareness; (6) being delivered in such a way that the teacher and students are of equal status; and (7) the valuing of cooperation and collaboration. The following is appended: (1) Hand-Calculations for Effect Size(s) (ES) for Cross-Racial Contact study; (2) Interpretation of Cohen's; and (3) Three Selected (High School) Social Justice Curricula/Programs. (Contains 2 tables and 5 footnotes.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10