Justice Curriculum Research Articles

Evaluation of a Child-Friendly School Program in Developing Peace Education at KB Joglo Pati

The purpose of this study was to evaluate the child-friendly school program in developing peace education at KB Joglo Pati. The evaluation model used is CIPP (Context, Input, Process, Product). Qualitative methods were used in the evaluation research. Data were collected through interviews, observations and documentation at KB Joglo Pati. The research results obtained are: (1) The implementation of the child-friendly school program is carried out in accordance with the current needs, namely to prevent violence and discrimination against children at school and in the community. (2) The child-friendly school program in KB Joglo already has good facilities and infrastructure, human resources and financial resources to support the implementation of a child-friendly school program by developing peaceful education. (3) The learning process is interactive, inspiring, and fun, inviting students to actively participate, and learning is tailored to the interests, talents, and psychological development of students by using the regenerative peace and justice curriculum. (4) The results of the implementation of the program are quite good and have shown the principles of child-friendly schools with peace education through habituation of students' attitudes or behavior. The findings of this study are important for children to learn non-aggressive education towards problems as an alternative experience to fighting, and to develop peaceful education while creating a safe and peaceful learning environment so that children are happy and fulfill their potential. Keywords: evaluation, CIPP, child-friendly school, Peace Education

Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, Keith C. Barton and Li-Ching Ho (2022)

Review of: Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education, Keith C. Barton and Li-Ching Ho (2022) Abingdon and New York: Routledge, 228 pp., ISBN 978-1-00301010-4, e-book, £35.09 ISBN 978-0-36744-503-4, p/bk, £38.99

Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. K. c.Barton and L.Ho. New York: Routledge. 2021, ISBN: 978‐1‐003‐01010‐4

Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. K. c.Barton and L.Ho. New York: Routledge. 2021, ISBN: 978‐1‐003‐01010‐4

Curricular justice and contemporary schooling: Towards a rich, common curriculum for all students

Despite the commitment by governments and educational leaders to high-quality and high-equity systems, the defining features of contemporary schooling in Australia and elsewhere are increasing inequality and the uneven distribution of educational opportunities and outcomes. Therefore, it is timely to consider what the concept of curricular justice means for schooling in the twenty-first century. This paper argues for a rich, common curriculum that provides all young people with learning choices that have relevance to their worlds, contribute to the preparation for work or further education, alongside opportunities for engagement with a broader knowledge base connected to critical understandings of culture and society. We contend that a knowledge + plus curriculum is one that is committed to the tripartite social justice principles of redistribution, recognition and representation, which brings together powerful knowledge and young people’s community funds of knowledge in a common curriculum. Such a common curriculum is essential for a common schooling, which can deliver on the promise of a high-quality and high-equity education system for all young people.

A decolonial reading of the history curriculum: towards undoing historicide for curricular justice for the Zimbabwean learner

ABSTRACT This study undertakes a decolonial reading of the Zimbabwean history curriculum as an exemplar of how knowledge and pedagogy could be reframed as the basis for curricular justice in a global imaginary that is predicated on the epistemic hegemony of the Global North. The study which is framed as a conceptual research article introduces and argues for undoing historicide as a heuristic within the broader scope of the epistemic decolonial turn. The Zimbabwean history curriculum, as a unit of analysis, is referenced to exemplify entrapment within the Cartesian paradigm of knowing, despite the country’s political independence. The argument developed is that history curricula that do not interrogate the geography and biography of knowledge entrench the hegemonic narrative of the coloniality of power and by extension colonial historiography. The paper suggests that the way out of the epistemic quandary that pervades the Zimbabwean history curriculum entails re-envisioning curricular practices in ways that ensure the emergence of a pluriverse in which we reclaim, restitute and legitimate our knowledges and histories, and affirm our ontological densities as equal to those of the Global North.

Towards an understanding of curricular justice and democratic schooling

ABSTRACT Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who have access to educational opportunities and outcomes, and those who do not. We take Connell’s claims—made in Schools and Social Justice, published in 1993—of the centrality of social justice in schooling and consider its relevance nearly 30 years later. In particular, we argue that curricular justice must sit at the heart of schooling that fosters democratic participation and meaningful opportunities for civic participation and belonging within society.

AUTOAVALIAÇÃO E JUSTIÇA SOCIAL NA AVALIAÇÃO DAS ESCOLAS EM PORTUGAL

Resumo Partindo da crença de que o envolvimento das escolas em processos de autoavaliação pode contribuir para que melhor se conheçam e, em função desse conhecimento, tomem decisões que contribuam para a concretização da justiça social, foi desenvolvido um estudo que analisou duas políticas de educação em Portugal justificadas por essa intenção e que exigem o recurso à autoavaliação. Os dados, recolhidos por entrevistas semi-directivas a diretores(as) de escolas, professores(as) de equipes de autoavaliação e ex-ministro da educação responsável pela lei de avaliação, permitem concluir que a autoavaliação, pelo conhecimento que fornece das situações vividas, pode apoiar práticas de justiça curricular promotoras de justiça social. No entanto, para isso, a autoavaliação não pode se esgotar na atenção a resultados obtidos em exames e em lógicas de performatividade.

RPG GIRASSÓIS: EPISTEMOLOGIAS ACADÊMICAS NEGRAS PARA OS FUNDAMENTOS DA EDUCAÇÃO INFANTIL

This article aims to present the RPG (Role-Playing Game) Sunflowers, the game presents theoretical-methodological concepts developed by black academics who guide notions of black children and infants and structure the foundations of the education of ethnic-racial relations.  The game was conceived in an Afrocentricity key aimed at undergraduates in the Pedagogy course. For the black academic community, research is a form of activism, such a condition is expressed in the search for curricular justice, requires pedagogical coherence to communicate ancestral values ​​that promote citizenship with our children of yesterday and today in the cosmogonic order of Exu that subverts the time and space taking us to mother Africa.

Writing Oneself Into the Curriculum: Photovoice Journaling in a Secondary Ethnic Studies Course

The writing of transnational youth has continued to emerge as a promising area of research in writing and literacy studies, and yet despite the breadth of this work, few studies have examined transnational students’ writing about social and racial justice. Drawing on theoretical contributions of coloniality, this article highlights the experiences of one immigrant adolescent’s participation in a secondary ethnic studies course in California. In this study, photovoice was used as a mutually informing classroom writing pedagogy and research methodology to understand how students in an ethnic studies course problematize the dominance of Whiteness in school. I specifically analyze field notes and a focal student’s writing and interviews to demonstrate (a) her understandings of her participation in this course and (b) the ways in which her writing of self was a form of curricular justice that spanned school and home. These findings help to amplify writing as a tool for social justice and remind us that literacy and students’ histories are inextricably linked.

‘You have to change, the curriculum stays the same’: decoloniality and curricular justice in South African higher education

ABSTRACT This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. The article, drawing on the experiences of student co-researchers and using the concepts of decoloniality and curricular justice as a theoretical framework, argues for greater acknowledgement of epistemic reciprocity in curriculum development as a way to ensure more socially just curricula. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience in higher education. Students report feelings of marginalisation, lack of recognition of the importance of knowledge and skills developed in their communities and their relevance to higher education together with the challenges they face accessing and engaging with the curriculum.

Unlearning racism: the classroom as a space for social transformation through borderlands pedagogy

ABSTRACT The U.S.-Mexico borderlands are fraught with conflicts, metaphors, and euphemisms. As such, many students are cautious speaking to the complexities of the borderlands when they realize racist and anti-immigrant discourse are at its core. Borderlands pedagogy, however, can serve as a means of connectivity for social justice courses and for social and transformative justice curricula. This paper argues the U.S.-Mexico borderlands, as articulated through the citizenship regime, deals primarily in power and control; and those who have the power to define citizenship are those who have the control to claim citizenship. However, the transformative classroom can also help students articulate citizenship at various levels for empowerment and against the citizenship regime, and hence against racism. While scholarly focus on the borderlands has generally been on legalized notions of citizenship or on the border wall itself, borderlands pedagogy is useful in explaining and understanding the inherent racism of the citizenship regime; and especially how we as diverse learning communities can challenge it, and consequently tear down walls; starting in the classroom.

Conceptualizing and implementing a restorative justice concentration: transforming the criminal justice curriculum

ABSTRACTA search of restorative justice degrees and concentrations will find a number of programs in Canada and Europe (largely masters degrees or certificates), but few if any degrees/concentrations are being offered in the United States or to undergraduates. The following manuscript examines the process/rationale of creating a restorative justice concentration within the criminal justice program at Northern Vermont University Lyndon. Topics that are reviewed are the rise of restorative justice courses within criminal justice curricula as well as the use of restorative practices as pedagogical methods. Implications for a transformative criminal justice curriculum/degree are discussed.

Pedagogies of being with: Witnessing, testimonio, and critical love in everyday social movement

This conceptual article explores education and the relational in everyday social movement. I highlight a single, local community event—a Speak Out—and travel with scholarship on public pedagogy, witnessing, and Latina feminist theories of coalition to articulate pedagogies of ‘being with’ in community activism for racial justice. My interpretive vignettes of the Speak Out are part of a larger ethnographic study focusing on a segment of a rural/small city community that moved with intention to teach and learn racial justice. While larger concrete goals were crucial and at the center of the community’s curriculum for justice, the various sites and forms of race-conscious pedagogy in public life—community forums, vigils, celebrations, mural projects—were also enactments of a profound commitment to the relational, to finding common ground in difficult solidarities. With a focus on the testimonios of three women of Color participants in the Speak Out, I show how witnessing and testimonio were at the center of pedagogies of ‘being with.’ In this work of education, the women (1) redefined community, accountability, and ally work, (2) exposed the fissures in social justice organizing across difference, describing commitment to social action with rather than for those most affected by institutional violence, and (3) affirmed the knowledge, histories, and self-determination of people of Color while challenging self-defeating stereotypes. Critical love sustained an ethics of openness to difference and facilitated the intentional work of creating race-conscious learning communities.

É proibido cochilar: os signos e significados das práticas corporais do forró universitário como contribuição para o currículo cultural da Educação Física

Este trabalho visa colaborar com a democratização dos saberes propostos pelo currículo cultural da Educação Física. Neste sentido, relata sobre os significados do forró universitário para que o docente em ação na escola tenha elementos que o auxiliem na elaboração de um currículo que atenda às diversas práticas culturais, colaborando com a justiça curricular. Utiliza, ainda, a etnografia participante a partir da perspectiva pós-moderna, adotando a posição de um flâneur. As observações foram realizadas em quatro momentos diferentes em uma casa noturna de forró universitário, com foco nas formas de regulação da cultura dos forrozeiros. Incita a produção de estudos etnográficos como base para a interpretação dos códigos culturais das práticas corporais e a sua tematização no currículo.

Social work students’ perceptions of obesity

ABSTRACTResearch indicates that mental health and medical professionals often hold negative views of overweight or obese people. Little is known about weight prejudice among social work students. In order to address this gap in the literature, this study examines the attitudes of Bachelor of social work and Master of social work students (n = 250) toward persons who are overweight and/or obese. Consistent with the literature, findings indicate generally those with higher body mass index scores are more likely to believe that obesity is beyond their control. Further, although age was correlated with Beliefs About Obese People scores, it was not a significant predictor. Implications for social work social justice and cultural competency curriculum are discussed.

The Moral and Spiritual Crisis in Education: A Curriculum for Justice and Compass ion in Education

The Moral and Spiritual Crisis in Education: A Curriculum for Justice and Compass ion in Education

A JUSTIÇA CURRICULAR, A VIOLÊNCIA SEXUAL INTRAFAMILIAR (VSI) E O DIREITO À APRENDIZAGEM

Este artigo é resultado de uma pesquisa-ação crítico-colaborativa. Envolveu educadores da educação infantil e do ensino fundamental, que participaram espontaneamente do processo. Ocorreu em parceria com a Rede Municipal de São Paulo entre 2016-2017. Afirma a necessária descolonização cotidiana do currículo e a presença, neste, de discussões relacionadas à gênero e sexualidade. A legislação voltada para a garantia do direito à aprendizagem pressupõe colocar a criança no centro do processo educativo. Todos os tipos de violência doméstica contra a criança e o adolescente (VDCA) e em especial a violência sexual intrafamiliar (VSI) têm impactado profundamente a qualidade de vida da criança e do adolescente, o seu direito ao conhecimento e emergem cotidianamente na escola. Defende-se, neste artigo, que essas violências não são questões passíveis de serem consideradas como de âmbito privado porque ferem direitos humanos e educacionais e comprometem a construção da existência. Tratar dessas violências na escola é urgente para a formação integral do educando e para respeitar o que está assegurado na Constituição Federal de 1988 (artigo 205), no Estatuto da Criança e do Adolescente de 1990 (artigo 53) e na LDB de 1996 (artigo 2o). Conclui-se o texto destacando a justiça curricular como uma prática de currículo que respeite as necessidades dos educandos, suas diferentes formas de aprender, seu direito a conhecimentos vivos que afirmem os seus contextos de vida e lhes garanta uma visão crítica do mundo, e que finalmente lhes dê garantia de acesso aos bens culturais como parte do seu pleno desenvolvimento.

Bodies Are Not Commodities: Examining A21 Curriculum’s Impact on Students’ Knowledge, Attitudes, and Advocacy About Anti-Human Trafficking Rights and Issues

ABSTRACTResearch supports the notion that there are more people trapped by institutions of slavery than ever before. Human trafficking can include those who fall victim to forced labor conditions, sexual exploitation, human smuggling, and in certain instances, children are sexually exploited through commercialism. However, recently, law enforcement organizations and social justice networks have sought to eradicate human trafficking by increasing awareness to particularly vulnerable populations, through prevention and protection methods, and overall advocacy through international support forums. This mixed methods study explored how a social justice curriculum increased students' awareness about human trafficking. More specifically, the study highlights the impact of the Bodies are not Commodities curriculum on participants (from a targeted population demographic) who shared that they feel “better equipped” to combat human trafficking. Findings also revealed that participants were highly engaged in the content and as a result, the lessons had an influence on students‘ attitudes and positions of advocacy with regard to human trafficking. Recommendations and key considerations for teaching using social justice curricula are provided.

Comparing Bachelor’s Degree Curricula at Three Groups of Colleges and Universities: Flexibility or Idiosyncrasy?

Despite baccalaureates in criminal justice (BCJ) being among the most awarded degrees in this country, little published research has appeared in recent years on these programs or their curricula. Using 2015–2016 data collected from the population of BCJ-granting institutions (N = 670) in the U.S., we partially replicated Southerland’s 2002 Criminal justice curricula in the United States: A decade of Change and extended Sloan and Buchwalter’s 2016 The state of bachelor’s degree programs in the United States: Institutional, department, and curricula features analyses of BCJ curricula by comparing selected features of them across three groups of colleges/universities: public, private, not-for-profit, and private, for-profit. Results revealed significant differences existed in curricula by institutional locus of control, indicating a general lack of consensus on undergraduate curricula, including in such fundamental areas as total hours needed for the major. We discuss the implications of these results for the discipline, including revisiting accreditation as a mechanism for creating standardized curricula, and suggest further research on the status of undergraduate education to help insure the discipline offers the highest quality baccalaureate programs possible.

English Classrooms and Curricular Justice for the Recognition of LGBT Individuals: What Can Teachers Do?

Discrimination against LGBT[1] individuals remains widespread across Australia. Since schools continue to promote regimes of heterosexuality and cis-normativity, teachers have a crucial role in creating contexts in which LGBT young people feel accepted and safe. Drawing on North’s (2006) work on social justice and Connell’s (2012) discussion of curricular justice, this article explores opportunities and constraints experienced by a group of English secondary teachers attempting to practise in socially just ways. Results indicate that through the English curriculum, it is possible for teachers to find moments to achieve social justice for LGBT individuals.