Education for Democracy, Equality and Social Justice

A Transformative Model

Jorge P. Osterling, Ph.D.George Mason University

7 December 2005

"Education is the most powerful weapon which you can use to change the world.“

Nelson Mandela

Our Mission as 21st Century

US Educators

We place value in recognizing that the multi-ethnic, multi-racial, multi-lingual, and multi-cultural America must lead by example in the social construct of a just, equal, educated

and democratic society.

How to … Provide optimum education in the earliest grades --four to

eight years of age, pre-school through third grade --to

prevent the achievement gap from opening

Solidify in each child a foundation where self-esteem, self-

respect and self-confidence abound

Our Reality 37 million Americans in poverty 13% of America’s children are in poverty 60% of lunches served in school are free or reduced

price 20% of school children in Fairfax County receive FRP

meals Eurocentric and monocultural viewpoint in schools Produces racism and prejudice skin color, age,

religion, physical and mental disabilities, sexual discrimination

NAEYC’s Depth of Commitment to Inclusion and

Diversity

Equity and justice concerns

Antibias approaches to

early childhood

Cultural Competence

Extensive opportunities to

consider and apply

Ethical values of caring,

justice, and equity

Our Vision

To create an educational system that is meant to not only carry out the democratic ideals of our nation– but, also, continue to help young people learn to think critically, work towards social justice in their lives, and create an atmosphere of egalitarianism in the United States

Multicultural Education and Social Justice

A need to rectify inequalities in society at school

Students will become more tolerant and agents of change

Our Ideological Societal Goals

Increase tolerance and respect for one another’s cultures

Close the educational achievement gap Recognize and promote recognition of

inequities to empower our students so that they can empower those around them

Social JusticeSocial JusticeSocial Justice

embodies essential principles of equity and

access to all opportunities in

society in accordance with democratic

principles and respect for all persons and

points of view.

Social Justice Begins When the Socially Dormant Conscience Awakens.

The path to social justice begins with gaining passion for the plight of non-privileged, underperforming students.

We need to ask ourselves: Who tends to be privileged? What does it mean to be privileged in this way? Who tends to be marginalized? What does it mean to be marginalized in this way? Ways we tend to deny that privilege is occurring? What happens in the classroom? How can we take action in the classroom to interrupt these cycles of oppression?

Richard A. McCormick, S.J. (1999). The Social Responsibility of the Christian. Blueprint for Social Justice LII(11), 1.]

What Are The Possible Meanings Education For Democracy?

Education for civic competence. Education for civil responsibility. Education for civil rights and social justice. Appreciating and supporting aesthetic

education. Learning to argue for one’s beliefs, think

critically, and to be flexible when better arguments emerge.

Social Justice?Social Justice?

IdealSocial justice is linked

to the principles embedded in a democracy.

Focus on systemic social change for peace and economic

justice.

Activist ApproachSocial justice embodies the principles of respect for the individual, both the celebration and toleration of diversity, and the understanding that equal access to the opportunities of society is both an ideal and an imperative that must be actively pursued.

Shifting in EmphasisShifting in EmphasisSocial Advocacy that focuses onSocial Advocacy that focuses on

Social JusticeSocial Justice

By becoming outspoken in Social Justice advocacy, our credibility as professionals and researchers will be challenged.

To live the value of social justice means that we must take some risks.

In some cases, our teacher education and/or research job may be jeopardized.

Those who uphold the status quo often will label us as “biased” or “political”.

Prilleltensky, I., & Nelson, G. (1997). Community psychology: Reclaiming social justice. In D. Fox & I. Prilleltensky (Eds.), Critical psychology: An introduction (pp. 166-185). London: Sage. p. 183)

Research Questions What does teaching for social justice

really mean? Can American schools educate all

students in a social/ equitable educational environment?

How can academically rigorous, antiracist, critical, and pro-justice teaching be grounded in the lives of students and?

Why is it necessary to explore in detail the dynamics of the multiple forms of oppression? [ableism, ageism, classism, homophobia, racism, sexism]

‘Surface’ Thinking(“Ostrich” Approach)Value-free education

•Value-free education (i.e., view that education is neutral; reinforces the status-quo).

•Equality (i.e., color blindness & culture blindness; assumes all students are treated in the same way; assumes assimilation to a dominant (“mainstream”) culture.

•Labeling, sorting, and tracking students (i.e., deficit model for lowest tracks; remedial, watered-down curriculum prevails; low expectations).

• Teacher-centered (i.e., Freire’s “banking model”; “sage on the stage”; prescriptive teaching methodologies; focuses on knowledge of content).

• Learning about “Other cultures” (i.e., “we vs. they”; heroes and holidays approach; characteristics and privileges of dominant groups are invisible and unexamined).

•Rhetorical intent and narrow outcomes (i.e., adequate yearly progress; only English-language standardized tests scores “count”; a narrow definition (autonomous models) of literacy).

Social Justice Thinking Transformative Education

•Transformative education (i.e., Education is part of the political-social process; education reflects social ideologies).

•Equity (i.e., Conviction to and belief in equitable treatment; takes into account students of diverse races, genders, social classes, languages and cultures; critical of inequality and marginalizations)..

•Equal educational opportunities for all children (i.e., Belief that all children can achieve to full potential; provides access to challenging academic curriculum; inclusive).

• Student -centered (i.e., critical pedagogy, reflective practice, teachers as students/ students as teachers; focuses content & process).

• Critically examining Culture, including my own and how they come to be. (i.e., Deep reflection regarding assumptions, values, beliefs; critically examines “whiteness”.)• Broad outcomes and multiple assessments (i.e., Follows students’ growth from where they started; solutions oriented after identifying a problem; builds coalitions through valuing and integrating families).

Social Justice 101

Ideological goal – making a difference in the world one student at a time

Pragmatic goal – successfully dealing with everyday of school reality

Ideology and Methodology do not mirror each other

Recommendations From ATheoretical Standpoint

Target population 4-8 years old Increase tolerance and respect among

cultures Decrease achievement gap Human Relations, Multicultural Education,

Social Reconstructionist

Quality, Universal Preschool Education

HR approach would increase tolerance at a young age

Emphasize cultural differences under Multicultural Educational approach

NAEYC standards already include these strategies

Research shows preschool closes the achievement gap and increases school readiness

Practices in Elementary School Based

Tolerance and respect Tap into home culture and funds of

knowledge Incorporate this knowledge into real teaching

strategies Small steps will build the foundation of the

future

Recommended Practices

Making It Real…

In the classroom

In society

Teacher Education

Attitude: biases and views Community Outreach State requirements for licensure Advocates for diverse students

Classroom Environment

Welcoming and sharing of students diversity Understanding, tolerance, and compassionSimilarities and differences of class cultures

Curriculum

Lessons on oppression, unfairness, power & inequity

Use funds of knowledge of students Explore family history to create parent

involvement Assessments that are appropriate for

diversity

Legislation

Administrators and Supervisors that are social justice role models

Local tax funding that support struggling schools

Busing underprivileged children to better schools

Universal preschool for all

Education for Democracy, Equity and Social Justice?

A Contested Concept

Sonia Nieto

Need for social justice in

public education.

Social justice is firmly

embedded in multicultural

education, and teachers are

encouraged to work for social

change in their classrooms,

schools, and communities. Professor of Education at University of Massachusetts,

Amherst, MA

QUESTIONS??