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3-C Models Teaching Tools to Promote Social Justice

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Title: 3-C Models Teaching Tools to Promote Social Justice
Language: English
Authors: Marbley, Aretha Faye, Rouson, Leon, Burley, Hansel, Ross, Wendy, Bonner, Fred A., II, Lértora, Ian, Huang, Shih-Han
Source: Multicultural Education. Win 2017 24(2):2-10.
Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2017
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Descriptors: Models, Social Justice, Teaching Methods, Cultural Pluralism, Multicultural Education, Resistance (Psychology), Teacher Attitudes, Gender Differences, Minority Group Teachers, Black Colleges, Whites, Racial Composition, College Students, Social Bias, Feminism, Educational Philosophy, Cooperation, Change Strategies, Higher Education
ISSN: 1068-3844
Abstract: Equipping future professionals and educators with critical global multicultural competences and skills to work with people from diverse backgrounds is a challenge for both predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). The major objective of this article is to introduce an adaptable model with an array of strategies from the authors' experiences teaching diversity that can be applied to teaching social justice. These strategic models and conceptual frameworks emerge from the authors' disciplines and their personal experiences as African American faculty teaching in PWIs and a HBCU. This approach is one that can be helpful to instructors, regardless of discipline, as they teach courses related to diversity, multiculturalism, and social justice. Further, the article will provide a framework for instructors to evaluate their personal approach to teaching diversity and social justice. It is particularly useful in understanding some of the resistance and negativity that are inherent in courses that challenge students' values and belief systems. Women and people of color who teach these courses may find that the authors' stories affirm and validate their own experiences in both PWIs and HBCUs. Accordingly, this article provides a provides a snapshot of a social justice, philosophical, pedagogical, and practical conceptual framework for teaching social justice to culturally diverse college students which those students in turn can use to teach their students and clients to analyze systems of inequality and discrimination.
Abstractor: ERIC
Number of References: 39
Entry Date: 2017
Accession Number: EJ1150937
Database: ERIC
FullText Links:
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  Availability: 0
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  Data: 3-C Models Teaching Tools to Promote Social Justice
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  Data: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
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  Data: Equipping future professionals and educators with critical global multicultural competences and skills to work with people from diverse backgrounds is a challenge for both predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). The major objective of this article is to introduce an adaptable model with an array of strategies from the authors' experiences teaching diversity that can be applied to teaching social justice. These strategic models and conceptual frameworks emerge from the authors' disciplines and their personal experiences as African American faculty teaching in PWIs and a HBCU. This approach is one that can be helpful to instructors, regardless of discipline, as they teach courses related to diversity, multiculturalism, and social justice. Further, the article will provide a framework for instructors to evaluate their personal approach to teaching diversity and social justice. It is particularly useful in understanding some of the resistance and negativity that are inherent in courses that challenge students' values and belief systems. Women and people of color who teach these courses may find that the authors' stories affirm and validate their own experiences in both PWIs and HBCUs. Accordingly, this article provides a provides a snapshot of a social justice, philosophical, pedagogical, and practical conceptual framework for teaching social justice to culturally diverse college students which those students in turn can use to teach their students and clients to analyze systems of inequality and discrimination.
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  Data: 39
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 2
    Subjects:
      – SubjectFull: Models
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Cultural Pluralism
        Type: general
      – SubjectFull: Multicultural Education
        Type: general
      – SubjectFull: Resistance (Psychology)
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Black Colleges
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      – SubjectFull: Whites
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      – SubjectFull: Racial Composition
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      – SubjectFull: College Students
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      – SubjectFull: Social Bias
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      – SubjectFull: Feminism
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      – SubjectFull: Educational Philosophy
        Type: general
      – SubjectFull: Cooperation
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      – SubjectFull: Change Strategies
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      – SubjectFull: Higher Education
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      – TitleFull: 3-C Models Teaching Tools to Promote Social Justice
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