Actualizing Social Justice: An Exploratory Case Study of a Public Middle School
نویسندگان
چکیده
ACTUALIZING SOCIAL JUSTICE: AN EXPLORATORY CASE STUDY OF A PUBLIC MIDDLE SCHOOL MAY 2010 CAMILLE LEE, B.S., UNIVERSITY OF UTAH M.Ed., WEBER STATE UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by Professor Pat Griffin Researchers and k-12 practitioners have been struggling with inequity and diversity issues for the past four decades. These struggles have produced multiple philosophies, theoretical perspectives and educational approaches—each with strengths and limitations. The various approaches to addressing diversity indirectly and implicitly address, but have not managed, the systemic changes necessary for education to be socially just. Ideally, all diversity approaches should result in academic achievement and social change—the goals of social justice education. Past research has mainly focused on crisis intervention strategies or on meeting individually-based needs rather than on systemic practices and strategies at the school or district level. Toward this end, the purpose of this study was to explore how social justice goals are manifested in one school. The specific objectives were as follows: 1. Explore how the different members of the school community describe or define social justice. 2. Examine what current programs the participants believe support social justice-related goals. 3. Investigate current practices the participants believe to be socially just.
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