Maintaining a Socially Just Classroom: Ethical Decision-Making for Student Engagement as Positive Outcome

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Maintaining a Socially Just Classroom: Ethical Decision-Making for Student Engagement as Positive Outcome

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Department/School

Teaching and Learning

Abstract/Excerpt

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

Document Type

Chapter

Book Title

Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes

Editors

Penelope D. Keough

Publisher

IGI Global

Place of Publication

Hershey, PA

Publication Date

1-2019

Pages

196-211

ISBN

9781522586197

Digital Object Identifier (DOI)

10.4018/978-1-5225-7582-5.ch011

Keywords

ethical decision-making, critical race theory, student engagement, social justice, social settings in classrooms

Disciplines

Curriculum and Social Inquiry | Education | Social and Behavioral Sciences | Teacher Education and Professional Development

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Maintaining a Socially Just Classroom: Ethical Decision-Making for Student Engagement as Positive Outcome

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