Authentic Alternatives to Accountability and Standardization
Edited By Joe Bower and Paul L. Thomas
Chapter Eighteen: Striving Toward Authentic Teaching for Social Justice: Additional Considerations
| 265 →
Striving Toward Authentic Teaching FOR Social Justice
INTRODUCTION: PREPARING TEACHERS FOR INTENTIONAL AND DELIBERATE CRITICAL PRAXIS
What schools are supposed to do is a complicated question. [However] there are at least two major purposes to schooling: to educate students in various academic or cognitive skills and knowledge, and to educate students in the development of individual and social skills and knowledge necessary to function occupationally and socio-politically in society [emphasis mine]. (Fullan & Stiegelbauer, 1991, p. 14)
[Hence,] whose experiences, histories, knowledge, and arts are represented in our educational and cultural institutions? How fully, on whose terms, and with what degree of ongoing, institutionalized participation and power? (Giroux, 1997, p. 244)
[Consequently,] public school and higher education curricula are sites of ideological struggle, one where the modes of cultural transmission complicate the curricular conversation and reduces the possibilities of social justice teaching. (William-White, 2013b, p. 255)
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.