Family Engagement and Conflict about Teaching for Social Justice

Autor/inn/en	Stoughton, Carolyn; Lynch, Megan E.; Lee, May
Titel	Family Engagement and Conflict about Teaching for Social Justice
Quelle	In: Phi Delta Kappan, 103 (2022) 7, S.23-27 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217221092230
Schlagwörter	Family Involvement; Social Justice; Sex Stereotypes; Racial Bias; Grade 2; Elementary Education; Parent Teacher Cooperation; Summer Programs; Gender Bias; Consciousness Raising; Interpersonal Communication; Controversial Issues (Course Content); Teacher Education Programs + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Racial discrimination; Rassismus; School year 02; 2. Schuljahr; Schuljahr 02; Elementarunterricht; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Sommerkurs; Geschlechterstereotyp; Bewusstseinsbildung; Interpersonale Kommunikation; Controversial issues; Kontroverse
Abstract	Amidst the increased demand for social justice throughout the United States, Carolyn Stoughton, a teacher in a midwestern school district, developed and taught curriculum on gender stereotypes and racial injustice to 2nd-grade students. She received messages from families suggesting her curriculum was inappropriate, pushing an agenda, and indoctrinating children. Navigating the politicized terrain of teaching for social justice is complex, uncertain, and requires a commitment to equity and a just society. Carolyn, with her former student-teaching supervisors Megan Lynch and May Lee, reflects on how she engaged with unanticipated responses from families, the impact it had on her, and implications for learning how to communicate with families. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01