Critical Perspectives in Experiential Philanthropy: An Analysis of Course Syllabi

This paper explores the application of Paulo Freire’s critical pedagogy in reflective practice to prevent students’ inadvertent, accidental, or incidental trivialization or hijacking of social justice in practice. Freirean theory emphasizes the importance of the transformative power of education to produce equitable outcomes for diversely marginalized individuals, and a lens on anti-oppressive education may help reduce social exclusion experienced based on race, gender, socioeconomic class, disability, or other intersecting statuses. Research evidence on power dynamics and social exclusion suggest that without adequate support and reflection, students may struggle to navigate the nuanced tensions surrounding the inadvertent outcomes of social justice efforts. A review of social justice research in conjunction with Freirean theory is conducted to highlight the centrality of normalizing reflective practice in social justice education, given the fact that potential trivialization may emerge regardless of authentic intent and regardless of the degree of tangible actions taken towards promoting socially-just outcomes. A preliminary framework for reflection is collated with the aim of preventing Freire’s conceptualization of accidental tokenism; sloganizing; instatement of reliance and potential disempowerment; dialectics; and division to the detriment of solidarity in social justice. Centralizing the value in providing basic human rights and meeting survival needs of diversely marginalized groups in society, the framework helps highlight the contributions of a new culture of transparent self-reflection - in addition to a dialogic approach on inadvertent trivialization that aligns with Freirean critical consciousness.

There is an emerging interest in studying social action and civic engagement as a part of the developmental process. Studies among youth of color indicate that empowerment has been associated with well-being, a critical perspective, and in combating social oppression. These studies also show that civic involvement and awareness of social justice issues are associated with positive developmental outcomes including empowerment. The range of predictors and outcomes related to empowerment have been insufficiently explored. This study used structural equation modeling path analysis techniques to examine the association community civic participation and psychological sense of community have with intrapersonal and cognitive psychological empowerment, through both ethnic identity and social justice orientation among urban youth of color (N =383; 53.1% Female; 75% Hispanic; 50.6% were 13 and 15 years of age). Findings illustrate that greater community civic participation and psychological sense of community are associated with both intrapersonal and cognitive psychological empowerment, through both ethnic identity and a social justice orientation; however, with some noted variations. Ethnic identity and social justice orientation mediated community civic participation and psychological sense of community and both intrapersonal and cognitive psychological empowerment. Implications put forward for community youth-workers and community programming.

The purpose of this study is to evaluate power dynamics in bullying discourse from a critical perspective. This study is an orientation research. For the purpose of research a short film called "Bully" is taken. Since the film is in video format, the entire film has been transcribed. Throughout the data collection procedure, the researchers repeatedly watched the film and noted statements that highlighted power dynamics, societal norms connected to bullying, and societal injustices. Following the collection of these sentences, the Fairclough 3D model is applied to the critically selected sentences. The main social issue that the short tale "Bully" illustrates is the uneven power dynamics that exist between the students, the person who is being bullied, and his group of peers who are the ones causing the persecution, which is referred to as the social injustice in the story. But it's been noted that society makes it more difficult to address this social injustice. The community continues to hold the view that it is acceptable to oppress people who have less authority. Those who realize this is something wrong happening in society initially attempt to resist, but eventually give in to the unfair system because they begin to believe that the only way to survive in such a community is to become like them (the oppressive ones).

Part 1: Introduction 1. Reflecting on reflection and journeys Part 2: Critical perspectives within reflective practice 2. Using reflective practice in the development of exercise-related interventions 3. Where's the evidence? A review of empirical reflective practice research within sport 4. Reflecting forward: Exploring reflective methodologies with/for children 5. Keeping the cat alive: 'getting' reflection as part of professional practice Part 3: Pedagogical approaches to reflective practice 6. Sink or Swim: Case Study Reflections from an undergraduate Football Scientist 7. Enhancing the skills of students through the use of reflective practice in a physical activity and health curriculum 8. Reflections on Reflection: Some Personal Experiences of Delivering Higher Education Coach Education 9. Facilitating reflective practice in graduate trainees and early career practitioners 10. Reflective Practice and the realms of Physiotherapy Part 4: Applied practice: Reflective practice in action 11. They never bought me flowers: Storytelling as a means of critical reflection on applied sport psychology practice 12. Critical reflections from sports physiology and nutrition: Tales from pitch side to ringside 13. Using critical incident reflection in qualitative research: Transferable skills for sport psychologists 14. Mindful Supervision in Sport and Performance Psychology: Building the Quality of the Supervisor-Supervisee Relationship 15. The utility of reflective practice during the provision of sport psychology support 16. Reflective practice in talent development: A narrative inquiry of a coaching psychology intervention Part 5: Reflecting forwards 17. Reflecting back and forwards 18. References

This paper provides a critical review of reflective practice (RP), drawing attention to particular problems with its representation, as well as proposing a more evidence-based and data-led approach to RP. Our central argument is that RP in the fields of applied linguistics, TESOL and education has achieved a status of orthodoxy without a corresponding data-led description of its value, processes and outcomes. Our concern is that RP is described in ways that are elusive, general, and vague and which may not be particularly helpful for practitioners. This is largely due to the lack of concrete, data-led and linguistic detail of RP in practice and to its institutional nature, lack of specificity, and reliance on written forms. It is also the case that, despite a small number of exceptions (e.g. Korthagen and Wubbels 1995; Walsh 2011), reflective practice is not operationalized in systematic ways.This paper argues that applied linguistics needs to champion a description of RP's processes and impact by drawing on data-led accounts of reflective practice across a range of contexts. Too many RP accounts rely on general summaries and so are neither critical, transparent, nor usable by other practitioners. A key aspect of developing a more critical approach is the need to move beyond rosy summaries of the outcomes of RP towards accounts of how RP gets done. Where possible we need to share examples of ‘reflection in action’ so that its nature and value can be better understood. We propose here that RP needs to be rebalanced, away from a reliance on written forms and taking more account of spoken, collaborative forms of reflection; in sum, we argue for a more dialogic, data-led and collaborative approach to reflective practice.

ABSTRACTBackground: An emerging body of Physical Education scholarship is addressing the challenge of preparing Physical Education Teacher Education (PETE) students to enact a socio-critically informed Health Education [Leahy, D., and L. McCuaig. 2014. “Disrupting the Field: Teacher Education in Health Education.” In Health Education: Critical Perspectives, edited by K. Fitzpatrick, and R. Tinning, 220–232. Oxon: Routledge]. Researchers have identified the tensions faced by PETE educators whose students typically adopt an uncritical acceptance of socially unjust practices concerning the ‘healthy body’ [Tinning, R., and T. Glasby. 2002. “Pedagogical Work and the ‘Cult of the Body’: Considering the Role of HPE in the Context of the ‘New Public Health’.” Sport, Education and Society 7 (2): 109–119]. Although scholars have advocated the usefulness of critical pedagogies as a means of inspiring PETE students’ capacities to question ‘taken-for-granteds’ circulating within HPE, others such as Gore [1998. “On the Limits to Empowerment through Critical and Feminist Pedagogies.” In Power/Knowledge/Pedagogy, edited by D. Carlson, and M. Apple, 271–288. Westview], have argued that radical pedagogues have failed to name the specific alternative practices they employ. Indeed, little has changed since Gore (1998) challenged the profession to ‘translate their visions into practice’ (274). Purpose: In response to Gore’s challenge, this paper presents one contemporary PETE educator’s proclaimed use of critical pedagogy as a strategy to confront social justice and socio-cultural issues within an Australian HPETE programme. This analysis exposes the ‘hidden’ curriculum and pedagogy of higher education classrooms where practice is not routinely revealed, let alone shared. Following this, the authors explore the extent to which these pedagogical approaches were enacted as intended, in accordance with the tenets of critical pedagogy and, importantly, what students made of these endeavours. Design and analysis: The ethnographic doctoral study took place within the context of a PETE programme delivered at a large, prestigious Australian university. The participating group of 44 specialist PETE students were enrolled in EDU39 Educating for Better Health, and were commencing the third year of their teacher training course. Drawing on qualitative interview data and student assessment tasks, this paper documents the rationale behind, and enactment of, four pedagogical strategies delivered within the health education courses of this PETE programme. Comparison of pre-teaching interview data with the researcher's observation notes, revealed the compromises that ensued within the realities of a complex teacher education learning space. Conclusion: In seeking to make sense of this ‘pedagogical soup’ [Tinning, R. 1995. “We Have Ways of Making You Think, or Do We? Reflection on ‘Training’ in Reflective Teaching.” In Better Teaching in P. E.?: Think About It! Proceedings of the International Seminar on Training of Teachers in Reflective Practice in Physical Education, edited by C. Pare’. Quebec: Department des science de l'activite’ physique, Universite’ du Quebec a Trois-Rivieres], the paper argues that the approaches of social justice pedagogy offer a more nuanced rationale for, and appropriate alignment with, the pedagogical strategies employed. In light of this analysis, the authors suggest that challenging and disrupting PETE students’ values and knowledges through critical pedagogies continues to be an unpredictable and dangerous project, but still poses a valuable strategy for productive, albeit it modest, pedagogical work.

Background Physical Education Teacher Education (PETE) programmes are expected to support future teacher learning about contemporary innovations and big ideas for teaching physical education. Teacher educators are challenged to learn about and incorporate contemporary innovations while maintaining programme cohesion. Exploring how teacher educators make sense of and teach about innovations, such as ideas related to meaningfulness, alongside foundational ideas, such as social justice, can provide insight on teacher educator pedagogies and their professional development journeys. Purpose This study explored the concepts of and relationship between Meaningful PE and social justice in our teacher education pedagogies when implemented in combination. We pay particular attention to when ideas of Meaningful PE and social justice were complementary, overlapping and when they were distinctive. Method A self-study of teacher education practices methodology supported four teacher educators to collectively and individually interrogate our evolving understanding, decisions and practices across a 13-month period. [Loughran, J. 2014. “Professionally Developing as a Teacher Educator.” Journal of Teacher Education 65 (4): 271–283] signposts for teacher educator professional development provided theoretical guidance to make sense of our experiences combining the two pedagogies. This paper focuses on the recordings of collective meetings (n = 9, over 12 h) where we shared and analysed experiences, raised questions and formulated developing understandings of the relationship between teaching for meaningfulness and social justice approaches. Data analysis involved thematic analysis methods to review all data and collective identification and refinement of themes through back-and-forth discussion. Findings From the thematic analysis, the following themes were co-created: (a) Meaningful PE can act as social justice but is not social justice per se; and (b) the combination of Meaningful PE and social justice facilitates a dance between ‘the individual’ and ‘the social’ with democratic and reflective practices as the choreography. These features of the relationship provide direction and encouragement to combining Meaningful PE and social justice ideas in teacher education pedagogies. Conclusions Through cycles of experiencing and articulating, we made sense of the relationship between Meaningful PE and social justice. Our story highlights the value of teacher educators engaging with knowledge and practice of teaching about teaching and learning about teaching in the context of innovation.

In response to increasing calls for better consideration of social dimensions in Forest (and) Landscape Restoration (FLR), this systematic literature review identifies and synthesises relevant themes associated with critical social perspectives in FLR. Critical perspectives are methodologically diverse but generally share an intention to interrogate power and knowledge, challenge the ‘status quo’ and ‘taken-for-granted’ assumptions, alongside promoting social justice. Critical perspectives therefore play a key role in illuminating complex social dimensions in global environmental governance. This review asks: What is the role of critical social perspectives within the academic discourse on FLR, and what key insights about FLR have these perspectives provided over the period 2000–2023? A total of 449 relevant academic papers were published during this period. An initial assessment of the abstracts, title and keywords found social dimensions were addressed in some way, even if only negligibly, in 211 of the 449 papers, and themes associated with critical social perspectives were evident in only 40 papers. These 40 papers were then read in full, and six key topic areas emerged: 1) Assumptions underpinning the links between FLR and human-wellbeing, particularly the tendency to measure human-wellbeing using simple economic indicators, were challenged as naïve and potentially misleading; 2) Tenure issues appear to be frequently under-appreciated, with serious consequences such as displacement of communities; 3) Top-down, technocratic models of governance are problematised for neglecting the socio-political contexts of FLR, which are laden with value and power asymmetries, as well as the implications of historical legacies (e.g., colonialism); 4) While there has been a proliferation of discursive intent to better ‘engage local stakeholders’, doing so remains opaque in principle and practice; 5) The heterogeneity of ‘local stakeholders’ emphasises the need to consider multiple intersections of social identities and diversity, and attend to gendered dimensions of FLR; 6) Accepting epistemological pluralism is considered fundamental to incorporating local and Indigenous Peoples’ knowledges into more people-centred, locally-relevant FLR governance and practice. The review concludes that, if FLR is to genuinely pursue the imperative to enhance human-wellbeing alongside the goal of regaining ecological integrity, a recalibration of research priorities toward interdisciplinary social sciences, and better representation of locally-situated stakeholders, are required. This will involve deliberation between researchers, from both social and natural sciences, as well as practitioners; and making concerted efforts to steer away from simplistic framings of the issues, toward more nuanced understandings of and responses to the systemic complexities embedded in FLR.

<p>How should social workers adapt to a time of widespread instability and uncertainty? How can social work practice account for the ever-increasing infiltration of technology and media images into our daily lives and mental states? In this book, Ken Moffatt turns to postmodern philosophy’s grappling with late capitalism and the omnipresence of technology in order to develop a new approach to reflective social work practice and critical pedagogy.</p> <p><em>Postmodern Social Work</em> attempts to reconcile postmodern thinkers with the realities of teaching social work to diverse student populations in a precarious era. Moffatt advocates an ideal of reflective practice that allows social workers to combine direct experience, social welfare, and social justice. Through a series of interlocking essays focused on the theoretical underpinnings of reflective practice in the context of social work education, he explores the implications of postmodern theory for social work practice. Drawing on thinkers such as Michel Foucault, Judith Butler, Julia Kristeva, Gilles Deleuze, and Félix Guattari, Moffatt lays out a path forward for reflective social work, providing new ways of thinking that collapse old categories and integrate direct practice with community engagement and social analysis. <em>Postmodern Social Work</em> offers an approach to practice and teaching that considers the shifting landscape of social change while remaining true to social work’s primary concerns of inclusion and justice. </p>

This volume speaks to the use of poetry in critical qualitative research and practice focused on social justice. In this collection, poetry is a response, a call to action, agitation, and a frame for future social justice work. The authors engage with poetry’s potential for connectivity, political power, and evocation through methodological, theoretical, performative, and empirical work. The poet-researchers consider questions of how poetry and Poetic Inquiry can be a response to political and social events, be used as a pedagogical tool to critique inequitable social structures, and how Poetic Inquiry speaks to our local identities and politics. The authors answer the question: “What spaces can poetry create for dialogue about critical awareness, social justice, and re-visioning of social, cultural, and political worlds?” This volume adds to the growing body of Poetic Inquiry through the demonstration of poetry as political action, response, and reflective practice. We hope this collection inspires you to write and engage with political poetry to realize the power of poetry as political action, response, and reflective practice.

Reviewed by: Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice, and Liberation Ann E. Austin Laura I. Rendón. Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice, and Liberation. Sterling, VA: Stylus Publishing, 2008. 198 pp. Cloth: $27.50. ISBN-13: 978-1579223250. Laura Rendón's new book, Sentipensante (Sensing/Thinking) Pedagogy, is challenging, inspiring, beautifully written, and unusual. Written by a highly regarded scholar of higher education, this book calls readers to find ways to link mind and heart—thinking and feeling—to transform teaching and learning in higher education. In Rendón's words, she is striving "to shatter the belief system [within higher education] that has worked against wholeness, multiculturalism, and social justice" (p. 1). Rendón is concerned with the stress, loneliness, and dearth of time that many faculty members find for developing relationships with their students and in their own lives, and with the fact that teaching often does not involve helping students explore their emotions, connect with their life experiences, learn to be good listeners, handle conflicts, or embrace diversity. Drawing on a wide range of literature concerning education, philosophy, and psychology, the wisdom of her Latino ancestors as well as that of other indigenous peoples, her own experience with reflection and meditation, and systematic interviews and data analysis, she organizes the book around a core question: "What is the experience of creating a teaching and learning dream (pedagogic vision) based on wholeness and consonance, respecting the harmonious rhythm between the outer experience of intellectualism and rational analysis and the inner dimension of insight, emotion, and awareness?" (p. 2). Following a useful introduction that frames the purpose and organization of the book, Chapter 1 names, defines, and analyzes what Rendón calls seven "agreements"—widely held assumptions—that typically guide teaching and learning in American universities and colleges. These include agreements to privilege intellectual and rational learning, separation, competition, perfection, monoculturalism, outer work, and the avoidance of self-examination. For each agreement, Rendón offers an alternative that, if incorporated into a teacher's thinking and practice, would contribute to greater wholeness, growth, and authenticity in both teacher and learner. After describing the 15 faculty members whom she interviewed, included in the study because of their reputations for and commitment to teaching in holistic ways, Rendón presents two approaches to teaching ("positions") that exemplify her pedagogic vision. This vision for "an integrative, consonant pedagogy" (p. 65) involves the ability to see the connections between seeming opposites, such as thinking and feeling. Faculty members who adopt the first approach see the connections between intellectual understanding and reflective practice and, choosing to honor but not to privilege mental knowledge, use contemplative practice, as well as other teaching practices, to help students deepen their learning. While maintaining a commitment to academic rigor, the teaching strategies highlighted in the descriptions of these teachers' work include the use of storytelling, photographs, music, meditation and reflection, and retreats. For those teaching from this position, the goal of the learning process is for students to gain both knowledge and wisdom. The second teaching position presented is "an integrative, consonant pedagogy rooted in [End Page 285] social justice" (p. 92). In addition to the goals just described, teachers holding this vision are committed to social justice, activism, and liberation. Rendón explains how this kind of teaching can help students who have been disenfranchised to see their potential, feel validated, and find ways to link their life experiences with their academic work. Pedagogical strategies include the use of writing as contemplative practice, the use of participatory epistemology that connects with students' contexts and backgrounds, involvement in service learning, encouragement of an ethic of care, and self-reflexivity to encourage awareness and growth. Rendón devotes part of the last third of the book to exploring how the faculty she has studied came to hold and practice a new vision of teaching and learning that essentially, she explains, constitutes "pedagogical dissent" (p. 113) in the face of long-held assumptions about educational practice. The stories of the faculty are inspiring and offer practical ideas for those interested in effecting change in their own teaching. The penultimate chapter then offers...

Educators need critical perspectives toward technology to navigate the rapid pace of technological change in schools, but little is known about how educators develop critical perspectives. In this phenomenological study, we explore the experiences of 30 educators (across a range of educational settings) who self-identified as holding critical perspectives about technology. They described their critical perspectives through four overlapping orientations: question the technology, question the narratives, put the technology in its sociopolitical context, and engage in reflective practice. Our participants often began with enthusiastic or uncritical views toward technology but gained critical perspectives through change agent experiences in work, school, and/or everyday life. We interpret these findings through the lens of raising critical consciousness, comparing our participants’ experiences with those outlined by theories of sociopolitical critical consciousness formation. Our findings offer insights for educators who seek to integrate more critical technology curriculum, especially in K-12 and undergraduate settings.

Part I: Developing Critical Reflection - Michael Reed and Rosie Walker Chapter 1: The Undergraduate Journey - Michael Reed, Linda Tyler and Rosie Walker Chapter 2: Reflective Practice - Karen Hanson and Karen Appleby Chapter 3: The Ethical Practitioner with Children and Families - Sue Callan Chapter 4: Critical Thinking - Jennifer Worsley and Catherine Lamond Chapter 5: ICT and Learning for Students: A New Way of Thinking - Michelle Rogers Part II: The Developing Child - Michael Reed and Rosie Walker Chapter 6: Deliberating on Practices with Young Children in the United States - Mary Benson McMullen Chapter 7: 'Vygotsky Rocks!' An Argument That Helps Use Lev Vygotsky's Ideas in Early Years Practice - Anna Popova Chapter 8: The Developing Child: Some Critical Perspectives - Jackie Musgrave Chapter 9: Play and Creativity: How Important Is This in Terms of the Developing Child? - Frances Brett Chapter 10: Repositioning Developmentalism - Anna Kilderry Part III: Taking a Holistic View - Michael Reed and Rosie Walker Chapter 11: Security and Attachment - Robin Balbernie Chapter 12: Developing Child in Society: Making Transitions - Aline Wendy Dunlop Chapter 13: Taking a Holistic View: Critically Examining Complex Professional Issues - Claire M Richards Chapter 14: The Language of Special Educational Needs: Learning from the Past to Build the Future - Caroline Jones Chapter 15: Supporting Children with Complex Health Needs and Life-Limiting Conditions and Their Families - Erica Brown Part IV: Policy and Practice - Michael Reed and Rosie Walker Chapter 16: Whose Curriculum Is It Anyway? - Derval Carey-Jenkins Chapter 17: Approaches to the Early Years Curriculum: A Critical View from Wales - Sian Wyn Siencyn Chapter 18: Parental Involvement and Partnership with Parents: T'ain't What You Do (It's the Way That You Do It) - Martin Needham and Dianne Jackson Chapter 19: Supporting Parents - Josephine Bleach Chapter 20: Policy into Practice: Implementing the Early Years Learning Framework for Australia from a Western Australian Perspective - Sandra Hesterman Part V: Professional Roles and Responsibilities - Michael Reed and Rosie Walker Chapter 21: Professional Roles and Responsibilities: Professional Practice and Early Childhood Today - Michael Gasper Chapter 22: Integrated Working in Practice: Why Don't Professionals Talk to Each Other? - Alison Nicholls Chapter 23: Children's Developing Identity - Victoria Cooper Chapter 24: Assessment: A Critical Companion to Early Childhood Pedagogy - Alma Fleet Chapter 25: The Responsibility of the Practice-Based Researcher - Carla Solvason

The expanding interest in justice-oriented HCI focusing on critical perspectives, structural oppression, and marginalization—often referred to as social justice—is reflected in a growing number of publications over the past few years. Through the continuous growth of social justice in HCI, we argue that now is a good time to provide an overview of the ongoing and current streams of social justice research. We introduce social justice as it has grown in HCI during the last 15 years followed by the most commonly framed theoretical tenets. Secondly, we construct a corpus of 60 HCI articles building on social justice as the main concept. Through our corpus we summarize and present 4 currently ongoing streams of research to further a cohesive, yet fluid understanding of how social justice is shaped and understood within HCI. Describing these interconnected streams also gives us the possibility to frame and describe the current development and move forward as a research community. Based on our study and discussions, we suggest 6 considerations for HCI researchers seeking to work with social justice as a concept, and we emphasize the need for long-term engagement in justice-oriented research to foreground and enable societal change and social good. Through this study, we contribute to the ongoing growth of social justice research in HCI by providing an overview of current streams and ways forward.

When pursuing social change, questions about what should be the first priority have been a long-standing matter of philosophical interest and debate. What is more important? Is it efforts that expand individual and personal capacities? Or is it efforts that seek to redress systems and structures? Do we start with the world out there—focusing on the distribution of power and resources within and between societies—or the world within—aiming to develop awareness, growth, and commitment to change on a personal level? While various approaches to peace building and social justice can be located along the full range of this spectrum, discussions about how to approach these endeavors in a complimentary, integrated way are fairly new. Consequently, tensions do exist around how to set priorities. For instance, those committed to promoting attitude change must contend increasingly with critical perspectives that prioritize an address of the structural roots of social conflict. On the other hand, those who pursue strictly the structural roots at the heart of a conflict situation—often the tactics and goals of critical social movements—are at risk of polarizing and inflaming conflict in ways that do not easily lead to constructive resolution. In other words, the bridge-building skills of the peacemaker are crucial to conflict transformation work. At the same time, bridge-building skills devoid of a critical social justice perspective are shallow at best.KeywordsJewish IdentityPeace ProcessPeace BuildingPeace MovementPalestinian TerritoryThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.