1.The article discusses how St. Louis teachers are incorporating discussions about race, equity, and social justice into their classrooms, especially in the context of the murder trial of former St. Louis police Officer Jason Shockley. The teachers aim to educate students about the historical roots of social issues and inspire them to engage in social change. The article highlights the efforts of educators, such as Sarah Miller, to navigate teaching sensitive topics and encourage critical thinking among students about current events.
2.The article addresses concerns about incorporating social justice education in K-12 classrooms. The author emphasizes the importance of schools primarily focusing on academic subjects and fostering a love of learning rather than delving into social justice issues. The author argues against educators bringing personal political agendas into the classroom and emphasizes the need for diversity of ideas and perspectives. The article highlights potential challenges and considerations related to integrating social justice teachings in the educational system.
3.The article discusses the impact of the COVID-19 pandemic, economic crisis, and “Black Lives Matter” demonstrations on the issues of inequality and injustice. It emphasizes the need to seize the opportunity for change and ensure a safe reopening of schools while addressing existing inequalities. The role of education in promoting understanding, tolerance, and shaping active citizens is highlighted. The article emphasizes the importance of public investment, the United Nations Sustainable Development Goals, and the involvement of education unions and young people in creating a better future amidst the ongoing crises.
4.The article discusses the increasing prominence of social justice education in Ontario’s elementary schools, raising concerns about its potential to cross the line from education to political indoctrination. It explores a recent incident at Ryerson University where an instructor discouraged a student from exploring a differing perspective on the gender wage gap, highlighting potential biases in teaching. The article calls attention to the need for providing parents with viable alternatives and financial support for education outside the government-run system.
5.This article responds to concerns raised by J. Martin Rochester about teaching social justice in schools. The author argues that education has always been political, given the laws and regulations that shape it, making it essential for schools to engage in social justice. The author emphasizes the importance of providing critical thinking skills to students and expanding the social justice curriculum rather than eliminating it. The article also addresses the diversity of perspectives within social justice and emphasizes the necessity of open discourse in addressing issues of justice and equality.
6.The article discusses the shift towards making social justice and “equity” the main focus of education in Ontario, Canada. It highlights concerns about the impact of this focus on traditional subjects like math and streams of study. The article criticizes the idea of de-streaming and the notion that success or failure in education is solely shaped by historic forces determining victim status. It argues that social-justice doctrine may divert resources in the wrong direction and overlook important predictors of school achievement.
Sydney chaffee Tedx talk
Educator Sydney Chaffee passionately advocates for integrating social justice into our educational system. In her inspiring discussion, she demonstrates how teaching activism equips students with crucial academic and life proficiencies. Chaffee challenges us to reimagine education’s role in empowering children to discover their voices, asserting that teaching is inherently a political endeavor and encouraging us not to shy away from nurturing our students’ potential to create a brighter future.
Mary Bassett ted talk
During the 1980s in Zimbabwe, Mary Bassett directly experienced the AIDS epidemic and played a pivotal role in establishing a clinic to provide treatment and educate the local populace about this deadly virus. Reflecting on those times, she expresses regret for not sounding the alarm about the true underlying issue: the systemic inequalities ingrained within global political and economic structures, perpetuating heightened vulnerability among marginalized individuals. Mary emphasizes that similar structural challenges persist in the United States today. As the Health Commissioner of New York City, she seizes every opportunity to advocate for health equity and vehemently denounce racism, underlining the importance of courage in initiating the imperative call for change, even without possessing all the solutions.
Think objectively
I think in the second article, the author of this article can show his position more. The author believes that students should cultivate a love for learning and know the importance of learning, and should not have an in-depth understanding of the topic of social justice. The author opposes educators bringing their personal policy agenda into the classroom. The author emphasises that attention should pay attention to the diversity of ideas and views. Everyone’s three views are different, so they should not use their own three views to measure the three views of others.
In this article this pargraph can strengthen my supporting point.
“Second, more importantly, it is sheer hubris for teachers to bring their own personal political
agenda into the classroom. What happened to free inquiry and discovery learning? In my own
teaching, I try to keep my ideological dispositions to myself rather than using my lectern as a
bully pulpit, if only to promote critical thinking as opposed to indoctrination. I expose students to
a wide range of views from left to right.”
Think personally
I agree with the fifth article. The author considers the laws and regulations that shape education, and I think the view that education has always been political. I also think that schools should participate in social justice. It is very important and necessary to provide students with critical thinking ability and a course to expand social justice. The author also emphasises the need for public discussion when encountering issues such as justice and peace. I think the author’s emphasis is correct. When discussing issues about peace and justice, everyone’s views can be considered and the most correct choice can be chosen instead of listening to only one person.
This is my supporting point
“Lastly, Rochester argues that social justice curricula imply a stagnant set of value systems. He
argues that social justice itself is open to interpretation, for exactly what is justice? Fair enough.
But while we may disagree on what justice is, we can likely agree on what justice is not. It is not
justice when schools in affluent zip codes have laptops for all students, while those in zip codes
of poverty cannot provide every student a book. It is not justice when, according to the
Brookings Institute, suspension rates for Black students was 17.8 percent while those for Whites
was 4.4 percent.
We will disagree on causes and remedies. We should. That discourse, as Rochester himself
argues, is precisely how we can arrive at best solutions. What we cannot do is bury our heads in
the sand and abstain from engaging in these discussion for fear of offending one another. And,
most importantly, we cannot block our students from having these conversations in school, not
when we must soon look to them to solve the ills of their predecessors. ”