About us
Learn more
Our learning path
Contact us
Pedagogies for Social Justice
Learn more about us
About us
Learn more
Our learning path
Contact us
About us
Our team developed its work in line with pedagogies for social justice. These explicitly address diversity and equity in settings with inequalities and social injustices by promoting that all members of the educational community in diverse settings bring awareness to their living conditions and the sociopolitical dynamic of their world. Its aim is to promote the creation of positive social and cultural identities by recognizing different languages and sociocultural practices.
Our aim is to problematize the pedagogical, professional and teacher knowledge, as well as the meanings of education in a highly unequal and unjust context.
About us
Learn more
Our learning path
Contact us
Social Justice incorporates three concepts (Murillo y Hernández, 2011):
- Distribution and redistribution: aims to recognize social disadvantages, aspiring to achieve an equitable and just distribution of material and immaterial resources available within society.
- Recognition: involves raising awareness of evident and opaque forms of discrimination that affect different groups such as legitimizing values, norms and meanings in accordance to their culture and needs.
- Participation: refers to the necessity of groups that have been historically overlooked and marginalized to actively participate in different processes to recognize and strengthen their agency capacity.
About us
Learn more
Our learning path
Contact us
In the educational setting, the social justice perspective translates into (Carnero y Murillo, 2018):
- An equitable education, with a greater degree of inclusion and with redistributive policies that balance out the different starting points and offer all individuals real opportunities to develop their potential.
- A critical education emphasizes the types of identities and knowledge constructed in each context, making visible power relations, their rationale and effects as a means to promote transformations.
- A democratic education that favors the participation in decision making on important matters such as forming relationships between the school and its communities. In addition, the curriculum should be understood as a source of knowledge with contributions from different social groups
- An education for sustainable development that places emphasis in the analysis of local and global issues safeguarding principles such as solidarity and cooperation.
About us
Learn more
Our learning path
Contact us
According to the data, in Chile, there are 227,000 children and youth excluded from the education system. There are multiple reasons behind this number that point to individual issues but also to the weaknesses of the mainstream schooling system.
A proportion of those who are excluded from elementary and high schools is assisted by school re-entry and reintegration programs that are dependencies of educational establishments or collaborating foundations that work in child and adolescent protection.
These programs usually operate confronting different issues. Generally, they are characterized by the instability and insufficiency of state-based funding, centering traditional education models that are focused on academic results, and the lack of specialized training for professionals that work in these spaces (CIAE, 2021). The project Professional Training Model for Teachers who Work in School Reintegration and Re-entry Programs (FONDEF ID21I10061) aims to contribute precisely to the last aspect.
About us
Learn more
Our learning path
Contact us
The training program plan addresses dimensions of knowing, knowing-doing and knowing-being within the framework established by Law 20903 regarding the Teacher Professional Development System. It is related specifically to the modality of a local training program Plan that emphasizes the organization of teacher professional development in educational establishments with regards to the learning needs that teachers must resolve individually and collectively.
About us
Learn more
Our learning path
Contact us
Our learning path components
Our program is comprised of five educational objectives. The educational objectives constitute general criteria that have been forefront in the development of the proposal.
Stay critical
Ethnograph
Reflect
Transform
Co-construct
OUR PERSPECTIVE
OUR FOUNDATIONS
About us
Learn more
Our learning path
Contact us
Our foundations
Culturally Sustainable Pedagogies
The learning path has five pillars that represent the theoretical and methodological foundations that guide all the contemplated actions of the proposal.
Curricular justice
Problematize
Narratives
Collaborative ethnographies
The training program proposal that we have been developing is rooted in culturally sustainable pedagogies, which is a perspective that has emerged as a response to the oppression exercised by the White dominant culture and to give voice to groups that have been historically silenced.
This approach has evolved in different ways; nonetheless, it is possible to underline some central ideas. In this way, Culturally Sustainable Pedagogies (CSP):
- Uphold both traditional cultural practices and the ways in which contemporary youth live them out and interact with them, both modifying these practices and discarding them in specific circumstances.
- Value and affirm each culture within a multilingual and multicultural society through democratic inclusion and the intentional maintaining of all cultures as part of the collective.
- Foster and promote linguistic pluralism as part of the democratic schooling project. Accept that there are elements of childhood and youth culture that can be used to more significantly address the teaching curriculum.
- Encourage teachers to promote a critical stance among their students about how their living conditions are related to the specific social, economic and political contexts in which they live.
- Understand that the construction of an individual’s identity depends on multiple factors including race, ethnicity, gender, religion, and each one of these factors expresses and legitimizes power relations and disadvantages. Thus, it incorporates the approach of intersectionality to enlighten teachers’ work.
Co-construct
Teachers are invited to recognize children and youth as stakeholders in curriculum development. Freire (2004) is critical of the banking model in which educators “deposit” information into the learners who are represented as empty vessels. Contrary to this idea, the author offers us the concept of dialogic pedagogy that assumes not working on the learner, rather with the learner, valuing their experience and knowledge within the pedagogical relationship.
Co-construction seeks to incorporate the cultural practices of children and youth and their families into curriculum design, thus contributing to the promotion of diversity and curriculum justice to provide transformative pedagogical support and decision making.
Stay critical
An education for social justice requires staying critical as a teacher not only regarding injustices that characterize the society as a whole but also with respect to their own values and beliefs so as to allow for the reconstruction of those same values and beliefs in light of social justice. As such, it interrupts common educational practices and discourses by asking ourselves if they make sense from a social justice perspective, helping us to question the normalization of exclusion and traditional practices (Kemmis, 2006) within the school.
Staying critical allows for teachers to recognize and question their values, beliefs and pedagogical practices regarding marginalized children and youth and communities from a reflective perspective.
Ethnograph
Ethnography involves the study of individuals in their everyday settings, paying particular attention to culture or how they find meaning in their lives. To achieve this, they observe, as well as prosing questions and using any available piece of information, to deeply understand daily life. In this way, knowledge is constructed through and from the intent to explicitly state and give meaning to what individuals do, think and feel.
Ethnographing permits one to observe, analyze, question and understand the personal experiences and practices of children and youth, their families and their communities.
Reflect
International literature highlights reflexivity as a key component in the formation of teachers for social justice (Pantic y Florian, 2015). Beyond a series of steps, reflection represents a way of being a teacher, above rational logic, involving sentiments and emotions that are not easily cataloged in structured methods (Greene, 1986).
Reflection brings meaning to the processes, issues and tensions present in pedagogical practice, allowing for the reconstruction of them (Kemmis y McTaggart, 1988) so as to favor their transformation.
Transform
The proposal is anchored in the pedagogical experience and seeks to create an impact on teaching practices. While there is a theoretical component that upholds this model, the recognition and valuing of teachers’ practical knowledge is fundamental in their training, as well as the knowledge of children, youth and their families, for the co-design of diverse educational experiences.
The aim of the proposed training model is that teachers can develop actions that foster collaboration with children and youth and their families to co-construct knowledge and diverse educational experiences that promote social justice.
Problematize
The starting point of all the proposed actions in the formation plan is problematization, which invites raising awareness of one’s own points of view, bringing them into question and exploring other viewpoints. This involves putting our own ethnocentrism aside. The result aims towards permanent, relational and situated learning through which connections “between a bit of life and other bits of life” can be made.
Culturally Sustainable Pedagogies CSP
From this perspective, the aim is to overcome the deficit approaches by understanding that students always carry a combination of knowledge, capabilities and skills that evolve from their contextualized cultural resources and practices. Teachers are called to facilitate and support children and youth by including their cultural practices and everyday lives in educational processes.
Curricular justice
One of the major challenges that teachers face is finding bridges of continuity between the different learning scenarios that their students experience and school curriculum content. The curriculum can be resignified as an instrument to recognize, value and offer credibility to the knowledge and practices of children and youth. As a means to progress in this vein, we propose nuclearized education, which is a process of synthesis between learning Objectives prescribed in the curriculum base and the knowledge and resources that learners, their families and territories possess.
Collaborative ethnographies
It is a research lens that includes community members in an active and collaborative manner in the research process. The transversality of teaching and learning processes serves as a starting point to design, plan and act in collaboration with children and youth to problematize the ways of thinking, doing and being in the every day world. They are the members of the community that construct knowledge.
Use of narration tools
It is necessary reconstruct the stories of those individuals involved in the educational processes because it provides an avenue to recognize what is learned and how it is learned, thus revealing the singularity of the lives, journeys, downfalls and contexts. For example, children and youth must be able to communicate the contradictions that shape their everyday practices in different scenarios: their neighborhood, their family, the school, the re-entry or reintegration program in which they participate.
Sitio en inglés
Mariana Villafaena
Created on September 22, 2024
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Corporate CV
View
Interactive Onboarding Guide
View
Higher Education Teaching Microsite
View
Modern microsite mobile
View
Basic Shapes Microsite
View
Basic Interactive Microsite
View
Beauty catalog mobile
Explore all templates
Transcript
About us
Learn more
Our learning path
Contact us
Pedagogies for Social Justice
Learn more about us
About us
Learn more
Our learning path
Contact us
About us
Our team developed its work in line with pedagogies for social justice. These explicitly address diversity and equity in settings with inequalities and social injustices by promoting that all members of the educational community in diverse settings bring awareness to their living conditions and the sociopolitical dynamic of their world. Its aim is to promote the creation of positive social and cultural identities by recognizing different languages and sociocultural practices. Our aim is to problematize the pedagogical, professional and teacher knowledge, as well as the meanings of education in a highly unequal and unjust context.
About us
Learn more
Our learning path
Contact us
Social Justice incorporates three concepts (Murillo y Hernández, 2011):
About us
Learn more
Our learning path
Contact us
In the educational setting, the social justice perspective translates into (Carnero y Murillo, 2018):
About us
Learn more
Our learning path
Contact us
According to the data, in Chile, there are 227,000 children and youth excluded from the education system. There are multiple reasons behind this number that point to individual issues but also to the weaknesses of the mainstream schooling system. A proportion of those who are excluded from elementary and high schools is assisted by school re-entry and reintegration programs that are dependencies of educational establishments or collaborating foundations that work in child and adolescent protection.
These programs usually operate confronting different issues. Generally, they are characterized by the instability and insufficiency of state-based funding, centering traditional education models that are focused on academic results, and the lack of specialized training for professionals that work in these spaces (CIAE, 2021). The project Professional Training Model for Teachers who Work in School Reintegration and Re-entry Programs (FONDEF ID21I10061) aims to contribute precisely to the last aspect.
About us
Learn more
Our learning path
Contact us
The training program plan addresses dimensions of knowing, knowing-doing and knowing-being within the framework established by Law 20903 regarding the Teacher Professional Development System. It is related specifically to the modality of a local training program Plan that emphasizes the organization of teacher professional development in educational establishments with regards to the learning needs that teachers must resolve individually and collectively.
About us
Learn more
Our learning path
Contact us
Our learning path components
Our program is comprised of five educational objectives. The educational objectives constitute general criteria that have been forefront in the development of the proposal.
Stay critical
Ethnograph
Reflect
Transform
Co-construct
OUR PERSPECTIVE
OUR FOUNDATIONS
About us
Learn more
Our learning path
Contact us
Our foundations
Culturally Sustainable Pedagogies
The learning path has five pillars that represent the theoretical and methodological foundations that guide all the contemplated actions of the proposal.
Curricular justice
Problematize
Narratives
Collaborative ethnographies
The training program proposal that we have been developing is rooted in culturally sustainable pedagogies, which is a perspective that has emerged as a response to the oppression exercised by the White dominant culture and to give voice to groups that have been historically silenced. This approach has evolved in different ways; nonetheless, it is possible to underline some central ideas. In this way, Culturally Sustainable Pedagogies (CSP):
Co-construct
Teachers are invited to recognize children and youth as stakeholders in curriculum development. Freire (2004) is critical of the banking model in which educators “deposit” information into the learners who are represented as empty vessels. Contrary to this idea, the author offers us the concept of dialogic pedagogy that assumes not working on the learner, rather with the learner, valuing their experience and knowledge within the pedagogical relationship.
Co-construction seeks to incorporate the cultural practices of children and youth and their families into curriculum design, thus contributing to the promotion of diversity and curriculum justice to provide transformative pedagogical support and decision making.
Stay critical
An education for social justice requires staying critical as a teacher not only regarding injustices that characterize the society as a whole but also with respect to their own values and beliefs so as to allow for the reconstruction of those same values and beliefs in light of social justice. As such, it interrupts common educational practices and discourses by asking ourselves if they make sense from a social justice perspective, helping us to question the normalization of exclusion and traditional practices (Kemmis, 2006) within the school.
Staying critical allows for teachers to recognize and question their values, beliefs and pedagogical practices regarding marginalized children and youth and communities from a reflective perspective.
Ethnograph
Ethnography involves the study of individuals in their everyday settings, paying particular attention to culture or how they find meaning in their lives. To achieve this, they observe, as well as prosing questions and using any available piece of information, to deeply understand daily life. In this way, knowledge is constructed through and from the intent to explicitly state and give meaning to what individuals do, think and feel.
Ethnographing permits one to observe, analyze, question and understand the personal experiences and practices of children and youth, their families and their communities.
Reflect
International literature highlights reflexivity as a key component in the formation of teachers for social justice (Pantic y Florian, 2015). Beyond a series of steps, reflection represents a way of being a teacher, above rational logic, involving sentiments and emotions that are not easily cataloged in structured methods (Greene, 1986).
Reflection brings meaning to the processes, issues and tensions present in pedagogical practice, allowing for the reconstruction of them (Kemmis y McTaggart, 1988) so as to favor their transformation.
Transform
The proposal is anchored in the pedagogical experience and seeks to create an impact on teaching practices. While there is a theoretical component that upholds this model, the recognition and valuing of teachers’ practical knowledge is fundamental in their training, as well as the knowledge of children, youth and their families, for the co-design of diverse educational experiences.
The aim of the proposed training model is that teachers can develop actions that foster collaboration with children and youth and their families to co-construct knowledge and diverse educational experiences that promote social justice.
Problematize
The starting point of all the proposed actions in the formation plan is problematization, which invites raising awareness of one’s own points of view, bringing them into question and exploring other viewpoints. This involves putting our own ethnocentrism aside. The result aims towards permanent, relational and situated learning through which connections “between a bit of life and other bits of life” can be made.
Culturally Sustainable Pedagogies CSP
From this perspective, the aim is to overcome the deficit approaches by understanding that students always carry a combination of knowledge, capabilities and skills that evolve from their contextualized cultural resources and practices. Teachers are called to facilitate and support children and youth by including their cultural practices and everyday lives in educational processes.
Curricular justice
One of the major challenges that teachers face is finding bridges of continuity between the different learning scenarios that their students experience and school curriculum content. The curriculum can be resignified as an instrument to recognize, value and offer credibility to the knowledge and practices of children and youth. As a means to progress in this vein, we propose nuclearized education, which is a process of synthesis between learning Objectives prescribed in the curriculum base and the knowledge and resources that learners, their families and territories possess.
Collaborative ethnographies
It is a research lens that includes community members in an active and collaborative manner in the research process. The transversality of teaching and learning processes serves as a starting point to design, plan and act in collaboration with children and youth to problematize the ways of thinking, doing and being in the every day world. They are the members of the community that construct knowledge.
Use of narration tools
It is necessary reconstruct the stories of those individuals involved in the educational processes because it provides an avenue to recognize what is learned and how it is learned, thus revealing the singularity of the lives, journeys, downfalls and contexts. For example, children and youth must be able to communicate the contradictions that shape their everyday practices in different scenarios: their neighborhood, their family, the school, the re-entry or reintegration program in which they participate.