1. I would first like to ask, why did you become a social justice teacher?
I became a social justice teacher because I believe that knowledge equals power. The media and institutions such as, the government have a lot of power over individuals. Society is full of "constructions" of gender, race, etc. I believe that if individuals had the facts about diversity, there would be less discrimination and inequality. Thus, I wanted to inform students so that they have the knowledge to breakdown these constructions.
2. What education and skills do you posses that makes you successful?
In university I took history, religion, and cultural classes. This gave me knowledge of a wide variety of diverse individuals and cultures. As well, I was
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In your opinion, does the current education system provide children with adequate knowledge surrounding equity issues?
I do not think that it does. Unless you are taking many history and social studies courses, you would have little knowledge about diversity. This knowledge is as important, if not important than lets say, algebra. If people were more educated on diversity, there would be less discrimination.
6. What specific actions do you take to make a change?
Teaching the equity course is one one to make change, but I believe that it is the relationships that I make with my students that are most impactful. My favourite quote is, "They won't care what you teacher, until they know how much you care." By building trusting relationships with students, they want to come to class, they want to do well, and they want to succeed. This is the way that I have made the most change.
7. Have you been subject to any injustices in your own life?
I have not experienced any injustices personally. It makes me feel a sense of guilt because of it. Many individuals that I am close to have gone through a lot of tough situations. I try my best to be the person that they can talk
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Many of them still email me to talk about the things that they are doing to create change. I believe that as this semester is coming to a close, that many of my students are much more open-minded and accepting of differences. I also believe that they see less difference, and more commonalities between individuals. Because of this, I believe that I have had a positive impact on society.
9. What is one thing you have yet to accomplish, in terms of your contributions towards social justice?
I would love to see Equity and Social Justice as a mandatory course. It is still a very new course. In fact, a textbook has yet to be created for it. I understand the value of mandatory courses such as, careers and civics, but I believe that it is just as important to be informed about the historic and current inequalities in Canada. As teachers, it is our jobs to help our students become "active citizens." This cannot be done without knowledge on diversity, the skills to be empathetic, or the critical thinking skills to break down stereotypes and misconceptions.
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We are in such a judgmental society with so many labels. It is our jobs as educators to make sure that our classrooms are set up for all of our students. Our students need to have equal access and opportunities for education. It is our job to breakdown the barriers of diversity that our students are challenged with. Race, culture, religion, economic status, and much more are going to play into what our students bring to the classroom.
The diversity that may be found all around the world and in our very community has always fascinated me. I am aware that it is a widely held belief that being a minority is considered a disadvantage in various aspects and I would disagree with this. Diversity and culture is a two-way street- as a community, whether that be society as a whole or simply a freshman class, we have the potential to be able to learn from each other. I believe that my status as an underrepresented minority has shaped me into the person I am today. Despite moving to the United States at a young age and being a first-generation college student , I am grateful for the privilege to be able to further my education at the University of Utah.
First of all, I would like to introduce what social justice means to me. Social justice doesn’t mean just equality, but justice or equity. Nobody is the same and some people need more help than others. For example, there is one person who is left handed and one right handed. There should be notebooks with the spiral on the left and some on the right, so they both can have an opportunity.
courses in college that have opened up my mind to the issue. The more information I learn about this issue, the more surprised I am that our society still exhibits bias, because as much as the United States preaches about equality, it appears as if society has segregation in minor ways. Although the debate between whether there are biased questions on the SATs or not seems to favor that there aren’t by popular opinions, there is still biased behavior occurring in school systems that prevent certain groups of students from getting the proper resources needed. Because I would like to work in an low-income area, which most likely would contain minorities, as a teacher I would make the effort to help those students get the sufficient help needed. This motivates me to become a part of the education field, because caring teachers are much needed in area like this.
g. Which view of social justice might best inform your social justice organization? Why? The social justice that best describe my organization is distributive justice because I try to provide “fair allocation of resources” such as mandates which give the refugee the permission to work hard in the new country that they are at, get education which the key to success in life. Overall, by having the mandate, they will be able to get all the resources that they need to better their own lives.
Social justice and diversity advocacy are subjects that have proven to be sensitive over the years in most nations globally. A lot of movements have existed to fight for these two issues. Consequently, the education sector has provided units that enhance one’s understanding on the concept. Particularly, the EDU310 course has been significant in helping comprehend Social justice. I consider it the gateway to my comprehension of these educational theories.
The truth is, everyone does. They mention how these kids growing up with diversity will be more academically developed, satisfied with their own benefits and situations, more culturally aware, and will help promote racial understanding. These are all good things that we need more of in our
To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.
Moreover, I will try to expand on the roles that many social actors, such as teachers, schools and other professionals, play towards the implementation of social justice within education systems, whilst working along other agencies, in order to ensure that all pupils enrolled in schools all around the world are provided with the best opportunities and chances necessary
Equity-enhancing policies can help with education and boost economic growth. People have the same civil rights, property rights and equel acsees to services and social goods. Everybody is equel and there are not any differnces within the classes. No matter their gender, race, or ethnic origin everyone has the same governemt services and they all recieve fair treatment in the labor market. Since everyone is equel there is no discrimination modivated by enalianble part of a persons
A goal of social justice I hope to champion through my research is equity of educational outcomes. I want to research the modes of instruction that students respond the most positively to and experience the most personal, intellectual, and academic development through. This is largely informed by my own
Injustice in schools and education is no secret, many people disagree with the system and the way schools teach. Children get taught mainly about what is going to be on their test and they are not being taught real-world, life lessons that will go on in their daily life. It is unjust to teach children for what is going to be on their test and not useful information that they will use in the real world. Teaching should be based on life lessons such as learning how to apply for a job, which you could learn in english class, and other things like that.
Teachers need to establish fairness and equality early on in classrooms in order for students to be comfortable and
Social justice involves all the rights of people, what is owed to them and their responsibility towards their nation, state and community. Human rights, equality and solidarity are vital to social justice. Equality refers to the fair treatment of all people regardless of their differences such as race, gender, ethnicity or sexual preference (Alexander, 2005). Human rights are those that entail the respect of the sanctity of life in all its forms. Solidarity is the spirit of valuing other human beings and the pursuit to respect all life.
Students that are able to learn from other students learn in a newer, more valued way. It challenges them and “leads to a better discussion and grater understand among the students” (Finkelman). Students then grow a broader understanding of lessons like constitutional law. Donna Maeda states that “working and learning in interracial/interethnic settings in Los Angeles has created possibilities that were unimaginable in other contexts. For example, teaching ‘Race, Gender, and Justice’ class with a set of faculty members of diverse races, genders, religions, class backgrounds, and sexualities to 100 even more diverse students has enable not only an examination of different perspectives, but also opportunities to challenge the assumptions we hold that inform our thinking about justice.”