Things like problem-solving, critical thinking, collaboration, perseverance - none of that should be revolutionary on its own. So what are those skills? OK, here’s a secret: many of the skills that people need to orchestrate the kinds of change that will lead to justice are already built into the work of schools. In “ Rethinking Our Classrooms ,” Wayne Au, Bill Bigelow and Stan Karp write that “classrooms can be places of hope, where students and teachers gain glimpses of the kind of society we could live in and where students learn the academic and critical skills needed to make it a reality.” But what does it mean to see students? Seeing students requires teachers to recognize them as valuable contributors to the classroom space, as opposed to social, cultural, and academic burdens on the so-called master in the room-the teacher. To practice social justice teaching is to truly see students for who they are and where they come from. Critical Practices for Social Justice Education Conceptions of equity and democracy have always been practically and theoretically connected to the field of education, which is often perceived as the greatest human equalizer. Thus, social justice education is centered in democracy and the freedom to exercise one’s full humanity. To study social justice is to learn about the problems that dramatically impact quality of life for certain populations, and how people have worked to solve those problems. It’s the notion that all people in a society deserve fair and equitable rights, opportunities and access to resources. To me, social justice is a simple concept.
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