LibGuides: IEG-7100: Lesson 4 Resources

Required Resources

Conceptualising Social Justice and Sociocultural Issues within Physical Education Teacher Education: International Perspectives
Hill, J., Philpot, R., Walton, F., Jennifer, L., Sutherland, S., Flemons, M., Ovens, A., Phillips, S. & Flory, S. (2018). Conceptualising social justice and sociocultural issues within physical education teacher education: International perspectives. Physical Education & Sport Pedagogy, 23(5), 469-483. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=s3h&AN=130380223&site=eds-live&scope=site&custid=natuniv

To work towards a clear understanding of the concepts of social justice in the field of physical education, this article provides a definition and map for the concept of social justice that can be applied across disciplines/content areas. Additionally, sociocultural issues related to participants’ social identity were collected and discussed, and a theoretical framework of neoliberal, humanist, critical, and 'post' approaches to social justice was highlighted.

History Education and (Post-)Colonialism
Susanne Popp, Katja Gorbahn and Susanne Grindel. History Education and (Post-)Colonialism. CC BY-NC-ND 4.0 License
Read pages 47-59

This book focuses on the history of the centrality of colonialism in shaping the modern world. It breaks new ground by bringing together an international range of national studies on the legacies of colonialism that permeate the way how colonial history is thought about and taught at schools. The case studies focus on European and non-European states as well as on states with and without colonial past as colonizers or colonized. This book provides insight into the ongoing international debate on the position of colonial history in the present and future history education.

How Will a Conceptualized GCE Curriculum Function within Chinese Secondary Schools?
Hong, Y. (2021). How will a conceptualized GCE curriculum function within Chinese secondary schools? Prospects. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Flink.springer.com%2Farticle%2F10.1007%2Fs11125-021-09596-0

When putting GCE (global citizenship education) into use, educators need specifications or a framework in which ideas are transformed into knowledge. This case study explores Chinese educators’ views on GCE, the strategies used to operationalize it, and ideas for implementing GCE into a curriculum.
Social Justice Education with Chinese Characteristics: An Example from Shanghai
Tan, C. (2020). Social justice education with Chinese characteristics: An example from Shanghai. British Educational Research Journal, 46(6), 1391-1405. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ehh&AN=147889775&site=eds-live&scope=site&custid=natuniv

This article provides information about the Chinese approach to social justice in education using the example of Shanghai. Shanghai illustrates social justice education with Chinese characteristics, which revolves around the idea of 'educational balance' (jiaoyu junheng). The 'balance' relates to achieving a values‐centered and all-around education in schools through the cultivation of a school's 'inner quality' (neihan). This Chinese formulation of social justice education is manifested through two policies that are designed for implementing social justice in education in Chinese schools.
Social Justice in Education
Kritchmar, J. (2021). Social justice in education. Salem Press Encyclopedia. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ers&AN=89164451&site=eds-live&scope=site&custid=natuniv

This article provides a summary of social justice in education, with an overview of the definition and theory and the practical applications of it. The author considers the practice of social justice in the classroom and discusses the curricula and activities that are designed by educators to implement it; this discussion includes social justice issues such as racism, classism, and sexism. Conversely, the author covers the controversies associated with social justice, including the belief by some educators, politicians, and parents that the classroom is not the appropriate environment for social justice as it is sometimes perceived as part of political agendas.
Students' Narratives on Gender and Sexuality in the Project of Social Justice and Belonging in Higher Education
Ngabaza, S., Shefer, T., & Clowes, L. (2018). Students’ narratives on gender and sexuality in the project of social justice and belonging in higher education. South African Journal of Higher Education, 32, 139-168. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ehh&AN=130487193&site=eds-live&scope=site&custid=natuniv

Student protests in South Africa have re-energized the project of social justice in higher education. In addition to the emphasis educators have placed on decolonizing the curriculum in Africa, there is an emphasis on exploring the lived experiences of students around sexual and gendered practices of exclusion. Students' activism and a growing body of research speak to continued practices of exclusion, marginalization, and injustice, not only in the classroom but in everyday experiences of belonging on the basis of intersectional raced, classed, gendered, sexualized, and other forms of social identity and difference.