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-conceptions of the world and our communities. In our daily medi- ated experiences, we usually do not learn the historical circumstances of the lives of underrepresented people, such as African Americans, Latinos, Native Americans, immigrants, or the poor, so, it is difficult to gauge the context of their actions. Media also provide many of the epistemological and rhetorical instruments for us to think about ourselves and others and to ponder the impact of world problems on our communities. Social justice education from the point of view of communication thus focuses on

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(Biklen, 1995; Estola & Elbaz-Luwisch, 2003; Galman, 2012; Griffith & Smith, 1987; Landeros, 2011; May, 2008; Smythe, 2006). For example, Biklen (1995) examined relationships between teachers and mothers and argued that social construction of gender created an “inter- dependence” (p. 130) between the two. She theorized how the “mother’s gaze” (p. 127) constructs tensions of cooperation and contention between mothers and teachers as they work together to educate students in classrooms and how those tensions shaped identity. May (2008) analyzed narratives of women

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investigate, the African American and Latino students on the team brought up conceptions of race in the school. They talked at length about the ways in which students’ perceptions impacted peer relationships and overall campus climate. Several students shared personal experiences of being the target of peers’ racial jabs. Their self-esteem and sense of safety were jarred by the hurtful comments. The team was curious if their individual experiences were representative of a larger problem among students on campus. They wanted to survey all students in the high school

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education. It was used as an integral part of UNESCO’s Education for All strategy, which took on board the different forms of education, including those of a nonformal type emerging from Latin America and Africa. UNESCO had a decidedly “Third World” orientation at the time. The UNESCO concept of lifelong education was promoted by a variegated group of writers (ranging from Liberal to Marxist) and “had a left-wing, humanistic, democratic core, and concerned itself with individual growth and social development” (Wain, 2004b, p. 86). Wain (1987) referred to two waves

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emancipatory’ for two reasons: political economy and subjectivity. While the former is related to the fact that “the total assets of the top six knowledge corporations were 1132,41 billion US dollars in 2007 and are larger than the total African GDP” (Fuchs, 2008a, p. 284), the second has to do with how labor is subsumed within cyberspace thanks to the discourse around collaboration, fun and participation. In other words, what the participation of immaterial labor within cyberspace means has not been endorsed by critical theorists, who have underlined this potential but at

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respectable widows who were too old to work . The rest either concentrated into squalid housing districts surrounding the factories or moved overseas (voluntarily or as convicts) . Migration was involved in both cases, whether within a single country or across oceans . The process of dispossession from the land, flight to the cities, and migration began long before the term globalization was coined, and it continues to this day across Asia, Africa, and Latin America, creating a Planet of Slums (Davis, 2006) . This is the process whereby social class and economic

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mandate [I offer] will provide more opportunities to use Fear [and practice courage] than any other single recommendation. —Four Arrows3 only a massive rebirth of courage in both men and women will rescue the world. —Moore and Gillette4 Four Arrows’ writing and teaching about courage has to be aligned with his progressive and unique contributions to the burgeoning field of character and/ or moral education. In one of his most important books in this field, Teaching Virtues, co-authored with his daughter Jessica, a primary-grade schoolteacher at 6 Radical Honesty

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wanted every child to receive the best education . Although Adler did not explain Dewey’s or Hutchins’s ideas of what comprises the best education, he defined it as one in which students learned about things that were es- sential to a human’s life . While some students had opportunities to learn about the life of the mind, other students underwent various types of vocational training . For Adler, training for an occupation was not an appropriate education for free men and women .5 Adler was correct in claiming that public opinion among Americans in 1982 favored en

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of English expanded to more personal use of the language in context. It is through the expansion of their social worlds that strengthened and enhanced conceptions of English were forged. In essence, the viewing of the development of language awareness on a longitudinal time and space continuum also necessitates the inclusion and examination of the learning histories of the individual learners. Over the course of the longitudinal study, the participants gained access to more English using and learning opportunities as natural growth in their academic and

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’s original yearbook, a prose poem entitled “Senior Class Prophesy Their Futures.” It is told in the voices of an assortment of animals in a spring garden where “Birds were singing sweetly/Bees were busy, too/And butterflies were flitting high/High into the blue.” Each of the fourteen young women in the Mount Carmel Class of 1951 has a couplet devoted to her, their cap-and-gown portraits appearing in some proximity to their stanzas. My mom’s is told in the voice of a raven, who says, “Some day a novelist Pat will be/Her tales will be carried across the sea.” When I