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Jessica A. Cruz; Leighton E. Vermont; Sally R. Watkins – New Directions for Student Leadership, 2025
This article advocates the inclusion of the arts, and specifically, art activism, as a beneficial pedagogical approach to leadership development. Focus is given to using examples of art activism to introduce the student leader activist identity continuum (SLAIC), the exploration of leadership identity, and situating activism as transformative…
Descriptors: Student Leadership, Leadership Training, Art Activities, Art Expression
Souresh Cornet; Saswat Barpanda; Marc-Antoine Diego Guidi; P. K. Viswanathan – International Journal of Sustainability in Higher Education, 2024
Purpose: This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have…
Descriptors: Foreign Countries, Sustainability, Higher Education, Community Development
Sheree M. Hawkins Bielecki – ProQuest LLC, 2024
This descriptive qualitative study was designed to understand the experiences of former Community Psychology (CP) undergraduate students who participated in a degree program at a California university. The purpose of this qualitative study is to explore how former Community Psychology undergraduate students describe their experiences using…
Descriptors: Photography, Reflection, Psychology, Undergraduate Students
Carlos P. Hipolito-Delgado; Dane Stickney; Ben Kirshner; Courtney Donovan – Urban Education, 2024
Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors…
Descriptors: Teaching Methods, Critical Thinking, Consciousness Raising, Political Socialization
Rombalski, Abigail – Curriculum Inquiry, 2020
This article draws from a two-year youth-informed, multi-site ethnographic study, in which interracial anti-racist youth activist groups (IAYAG) amplified their own pedagogical leadership in their schools. The demand for curricular relevance in urban schools is at an all-time high, and the work of youth organizers is in direct opposition to a…
Descriptors: Activism, Racial Bias, Urban Youth, Urban Schools
Jennifer Caligari – Australian Journal of Adult Learning, 2024
In the late nineteenth century, adult and public learning pedagogy were the key instruments utilised in the campaign to achieve Victorian Women's Suffrage. The democratic process of changing state government legislation on franchise demanded multiple pedagogical methods. Through the actions of Bessie Harrison Lee (1860-1950), this paper identifies…
Descriptors: Females, Womens Education, Urban Areas, Rural Areas
Caffrey, Genevieve Erker; Rogers, Rebecca – Berkeley Review of Education, 2018
Inspired by critical literacy practices, sixth-grade students at Carter Elementary designed, curated, and publicly displayed a museum exhibit to expose and confront issues of social justice. Through this case study of one display within the exhibit, we analyze the ideas and stances represented in each of its artifacts and investigate how,…
Descriptors: Grade 6, Critical Literacy, Elementary School Students, Social Justice
King, LaGarrett J.; Vickery, Amanda E.; Caffrey, Genevieve – Social Education, 2018
Because race is treated as a controversial issue within K-12 social studies classrooms, teachers report avoiding the topic. Some consider it too sensitive or complex for their students; others don't want to say the wrong thing; still others fear being labeled a "racist." The authors argue that one of the reasons why social studies…
Descriptors: Race, Racial Attitudes, Racial Bias, Controversial Issues (Course Content)
Freire, Juan A. – Journal of Language, Identity, and Education, 2020
This study examined Spanish-English dual language (DL) K-6 teachers in collaborative professional development as they worked towards achieving the bicultural goal of DL education, beyond traditional interpretations, and incorporating sociopolitical consciousness as a fourth goal. These two principles are part of the transformational DL educational…
Descriptors: Biculturalism, Spanish, English (Second Language), Second Language Learning
Wang, Huei Lan – International Education Studies, 2018
Values are at the center of culture, the core of intercultural communication, and the chief element affecting communication between nations. Currently, educating students regarding appropriate cognitive attitudes and behaviors in intercultural communication, the basis for the acquisition of intercultural citizenship, has become a challenge for…
Descriptors: Case Studies, Intercultural Communication, Cultural Awareness, Curriculum
Curwen, Margaret Sauceda; Ardell, Amy; MacGillivray, Laurie – Literacy Research: Theory, Method, and Practice, 2019
This qualitative case study examines how fifth graders and their teachers participated in critical literacy instruction grounded in systems thinking on the topic of slavery. Systems thinking seeks to discover relationships and patterns in diverse underlying systems; critical literacy examines everyday texts, focuses on social justice and change,…
Descriptors: Activism, Student Attitudes, Elementary School Students, Systems Approach
Westoby, Peter; Lyons, Kristen – Journal of Transformative Education, 2017
This article analyses the sustainability school (SS) program of the National Association of Professional Environmentalists (NAPE), Uganda. The focus is on how the social network, enabled by the SS program, fosters social and transformative learning. The significance of this approach to community-based education for social change, including in the…
Descriptors: Foreign Countries, Socialization, Social Change, Social Action
Hipolito-Delgado, Carlos P.; Zion, Shelley – Urban Education, 2017
Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as…
Descriptors: Disadvantaged Youth, Social Differences, Equal Education, Student Attitudes
Tabatadze, Shalva – Journal for Multicultural Education, 2015
Purpose: This paper aims to explore the multicultural education strategies employed by primary school teachers in Georgia. Design/methodology/approach: In-depth interviews with 65 primary school teachers were used. The interviews were analyzed using the theoretical framework of multicultural educational approaches defined by James Banks. The…
Descriptors: Teaching Methods, Multicultural Education, Social Action, Transformative Learning
Kea, Cathy D.; Trent, Stanley C. – Interdisciplinary Journal of Teaching and Learning, 2013
This mixed design study chronicles the yearlong outcomes of 27 undergraduate preservice teacher candidates' ability to design and deliver culturally responsive lesson plans during field-based experience lesson observations and student teaching settings after receiving instruction in a special education methods course. While components of…
Descriptors: Culturally Relevant Education, Special Education, Methods Courses, Teacher Education Programs
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