"Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilized by education; they grow firm there, firm as weeds among stones."
- Charlotte Bronte
- Charlotte Bronte
About Northeastern Illinois University and the College of Education:
The College of Education conceptual framework is a statement of the fundamental principles that guide our work, programs, and initiatives. We expect our candidates and alumni to be committed to professional practice that is reflective, collaborative, and transformative. Our candidates think critically and creatively about their practice, and work together with school and community partners in ways that promote equity and justice. NEIU candidates and graduates are prepared to play an important role in transforming schools, organizations, communities, and individual lives.The entire document can be accessed at: http://www.neiu.edu/Academics/College%20of%20Education/Conceptual%20Framework/Conceptual_Framework.html
About the Course (EDFN 492):
This course engages students in an examination of historical and contemporary approaches to promoting equity and justice in K-12 education, including curricular, pedagogical, and policy-related interventions. In this course, students analyze the relationship between social justice education and student outcomes, identify strategies for enacting social justice in standards-based classrooms, and collaborate with area schools to design, implement and evaluate social justice curriculum and/or policy.
About the Project:
Social Justice Education in Schools Project Description and Summary
Part 1: Rationale and Literature Review [2 components]
Part of teaching for social justice is advocating for our students and our work, especially in the context of high-stakes, standards-driven, classrooms. In this portion of your project, you will create two parallel rationales, one for educational leaders and gatekeepers (principals, school boards, policy makers) and the other for community stakeholders (parents, students, other community members).
Rationale 1: Prepare to advocate for social justice education when talking to educational leaders and other gatekeepers (principals, school boards, policy makers). This portion of your project should present a concise overview of your issue or topic, summarize existing research or scholarship about this topic, and articulate the importance of addressing this issue. Be sure to use standard/academic English, follow APA conventions, and rely upon the types of evidence and argument most likely to influence this group of stakeholders.
Rationale 2: Since many key stakeholders are alienated by ‘policy-speak,’ you will also have to articulate your work to students, parents and/or community members. This portion of your project should be accessible and engaging, and may take any format you choose (print, multimedia, comic, podcast, letter to the editor, FAQ, prezi, etc.). Be ready to describe why this format is appropriate for your issue and audience. Please talk to me in advance if you’d like to use a language other than English for this portion of your project.
Part 2: Proposed Curricular
Based on your review of existing approaches to this issue, develop a contextually-relevant curriculum or policy intervention that reflects your own social justice vision and relevant curricular or policy mandates.
Requirements:
1. Describe the specific school or community for which this project is designed.
2. For curricular interventions: Choose a grade and content area, and create a curriculum map that outlines the academic and social justice goals of the unit. Develop a minimum of 3 learning activities that use justice-oriented content and pedagogy to engage students in thinking about the unit focus, and plan a final project that allows students to demonstrate their learning related to the topic. See D2L for unit planning maps and templates.
3. For policy interventions: Talk to me.
Part 3: Website Creation and Presentation (In class presentations on April 21)
You will develop a webpage highlighting the key components of the curriculum you developed—including the rationales, curriculum map, lesson plans and final project. It is up to you whether to include other related information on your website (like your PPTs, annotated bibliography, or educator interviews).
NOTE:
All Information above was taken from Dr. Allison Dovers Class Syllabus and Project Handout(s), Spring Semester, 2015..
Part 1: Rationale and Literature Review [2 components]
Part of teaching for social justice is advocating for our students and our work, especially in the context of high-stakes, standards-driven, classrooms. In this portion of your project, you will create two parallel rationales, one for educational leaders and gatekeepers (principals, school boards, policy makers) and the other for community stakeholders (parents, students, other community members).
Rationale 1: Prepare to advocate for social justice education when talking to educational leaders and other gatekeepers (principals, school boards, policy makers). This portion of your project should present a concise overview of your issue or topic, summarize existing research or scholarship about this topic, and articulate the importance of addressing this issue. Be sure to use standard/academic English, follow APA conventions, and rely upon the types of evidence and argument most likely to influence this group of stakeholders.
Rationale 2: Since many key stakeholders are alienated by ‘policy-speak,’ you will also have to articulate your work to students, parents and/or community members. This portion of your project should be accessible and engaging, and may take any format you choose (print, multimedia, comic, podcast, letter to the editor, FAQ, prezi, etc.). Be ready to describe why this format is appropriate for your issue and audience. Please talk to me in advance if you’d like to use a language other than English for this portion of your project.
Part 2: Proposed Curricular
Based on your review of existing approaches to this issue, develop a contextually-relevant curriculum or policy intervention that reflects your own social justice vision and relevant curricular or policy mandates.
Requirements:
1. Describe the specific school or community for which this project is designed.
2. For curricular interventions: Choose a grade and content area, and create a curriculum map that outlines the academic and social justice goals of the unit. Develop a minimum of 3 learning activities that use justice-oriented content and pedagogy to engage students in thinking about the unit focus, and plan a final project that allows students to demonstrate their learning related to the topic. See D2L for unit planning maps and templates.
3. For policy interventions: Talk to me.
Part 3: Website Creation and Presentation (In class presentations on April 21)
You will develop a webpage highlighting the key components of the curriculum you developed—including the rationales, curriculum map, lesson plans and final project. It is up to you whether to include other related information on your website (like your PPTs, annotated bibliography, or educator interviews).
NOTE:
All Information above was taken from Dr. Allison Dovers Class Syllabus and Project Handout(s), Spring Semester, 2015..