Literaturnachweis - Detailanzeige
| Autor/inn/en | Gardner, Morgan K. A.; Toope, Deborah Florence |
|---|---|
| Titel | A Social Justice Perspective on Strengths-Based Approaches: Exploring Educators' Perspectives and Practices |
| Quelle | In: Canadian Journal of Education, 34 (2011) 3, S.86-102 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0380-2361 |
| Schlagwörter | Social Justice; Barriers; Youth; Educational Practices; Democracy; Creative Teaching; Student School Relationship; Teacher Attitudes |
| Abstract | What does it mean to engage in strengths-based (SB) approaches from a social justice perspective? In this paper we explore the accounts of educators who work with youth experiencing social and educational barriers to describe what it might mean to engage in SB practices from a social justice perspective. Using data generated from interviews, we draw on educators' perspectives and reported practices to inform our conceptual understanding of a SB social justice approach. We propose that a social justice perspective of SB educational work involves at least four interconnecting sets of practices: recognizing students-in-context, critically engaging strengths and positivity, nurturing democratic relations, and enacting creative and flexible pedagogies. We contend that these interrelated sets of practices are necessary for youth to engage more fully in schooling. (As Provided). |
| Anmerkungen | Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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