Swimming Between: An Examination of the Inherent Complexity within Social Justice

Autor/inn/en	Aguilar, Israel; Nelson, Sarah; Niño, Juan Manuel
Titel	Swimming Between: An Examination of the Inherent Complexity within Social Justice
Quelle	In: Teacher Educator, 51 (2016) 3, S.250-265 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2016.1177331
Schlagwörter	Social Justice; Qualitative Research; Teacher Student Relationship; Inclusion; Teacher Attitudes; Equal Education; Social Behavior; Behavior Standards; Behavior Problems; Case Studies; Homosexuality; Grade 9; Science Teachers; Secondary School Teachers; Self Concept; Interviews; Hispanic American Students; Spanish; Language Usage; Teaching Methods; English (Second Language); Second Language Learning; Personal Narratives; Texas + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Inklusion; Lehrerverhalten; Social behaviour; Soziales Verhalten; Case study; Fallstudie; Case Study; Homosexualität; School year 09; 9. Schuljahr; Schuljahr 09; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Interviewing; Interviewtechnik; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Erlebniserzählung
Abstract	Classrooms tend to be absolute spaces, places where fluidity is rejected and nearly everything--from people, to ideas, to practices and policies--is viewed and organized through binary logic. Because binary logic is implicitly accepted as the natural order in schools and the structures resulting from it are highly unmalleable, individuals who differ from the norm are expected to assimilate and adapt so as not to disrupt the structure. Those who are too different from the norm to fit in or who refuse to accept the binary structure are viewed as problems and are often ostracized or blamed for disturbing the system. Even when evidence to dispute the binary logic emerges, such evidence is often ignored or rejected in favor of maintaining the status quo. As such, the need for educators with a social justice orientation is needed. The purpose of this qualitative study was to understand the process one teacher used to create inclusive spaces for students who identify with differences in order to develop a more critical understanding of the work of social justice teachers. The findings suggest the teacher enacted behaviors and maintained beliefs that contradicted her espoused social justice orientation and her classroom was at once both inclusive and exclusive. The findings illustrate the complexities inherent within the work of equity-oriented educators. Implications for educator preparation is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01