Annotated Bibliography Submission
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North Carolina A&T State University *
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100
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English
Date
Apr 3, 2024
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docx
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6
Uploaded by DeanMoon9058
Greenfield 1
Daymond Greenfield
Ms. Chambers
ENG 100
17 March 2024
Annotated Bibliography
Effective Use of Education to Challenge Discrimination and Social Injustice. Angela Herbert, 2016. https://link.springer.com/chapter/10.1007/978-3-319-39235-6_4
June 2016 saw the publication of this article. The sole author is London, UK-based Angela Herbert. The vital role that education plays in combating discrimination and social injustice is exemplified by this article. It emphasizes how crucial it is to include diverse viewpoints, critical thinking, and empathy in educational curricula to promote equality and foster
comprehension. Herbert argues that by empowering people to identify and confront their prejudices, education can act as a powerful catalyst for positive social change. To build a more equitable society, the paper's conclusion promotes a creative approach to education that actively addresses issues of discrimination and injustice. This article can be great for research because it states the main big areas that need to be addressed with the issue. Herbert's observations can be used by researchers to create evidence-
based policies and initiatives that lessen bias and advance equality in learning environments. Her
work also inspires researchers to examine the way educators may serve as change agents in communities and schools to address systemic injustices. Academics can make an important contribution to the present discussion regarding the transformative power of education for combating injustice in society.
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Social Injustice in the United States Early Elementary Education System. Elizabeth Fair 11 April
2021
https://link.springer.com/chapter/10.1007/978-3-030-65417-7_2
April 11, 2021, this article was created and published for the public. The sole author is Elizabeth Fair. The article addresses social injustice at the outset of the American elementary school system and concentrates on systemic injustices that disproportionately impact people of color. It highlights how race, socioeconomic status, and place of residence impact young students' ability to receive a top-notch education. Through an analysis of data and case studies, the paper demonstrates how these disparities manifest themselves in areas such as funding shipping, teacher credentials, and academic results. It also draws attention to the long-term ramifications of these disparities, including the perpetuation of poverty cycles and the diminished opportunities for affected students in the future. Ultimately, the paper advocates for substantial changes that would guarantee equitable access to education for all children and tackle
the underlying reasons for social inequality in the early school system.
This article is top-notch credible with all studies that they had done with the early school system to show social injustice in a way that could be understood by many. The findings demonstrated that African American kindergarten students' scores in math and reading were marginally higher than those of their White peers. Despite poverty having a small effect size, data analysis showed that by the end of the third grade, this gap had widened to the benefit of White students. This difference grew by 166% in math and 155% in reading over four years. African American students consistently performed on par with their White peers, if not worse, at lower socioeconomic levels. This demonstrates the relationship between social injustice through education and early school system development through the numbers.
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"Social Justice Through Student-Centered Learning." YouTube, uploaded by National Association of Independent Schools (NAIS), 13 Aug. 2013, www.youtube.com/watch?
v=rg562hmOo80
. This video created by National Association of Independent Schools (NAIS) and posted on youtube is about the relationship between social justice and education by supporting student-
centered teaching strategies. It highlights the significance of encouraging critical thinking and empathy in students by giving them the tools they need to take an active role in their own education. Examples of student-centered activities that support inclusivity are shown in the film, including group projects, individualized instruction, and conversations about various viewpoints.
The video makes the case that teachers can establish more equitable learning environments that confront systemic injustices by giving students' voices and experiences a central place. In the end, the video advocates for teachers to use student-centered strategies to advance social justice both inside and outside of the classroom.
This video demonstrates real-world applications of student-centered strategies to promote
social justice in the classroom, which yields valuable data for future research. Academics can study the strategies in the video to understand how student-centered learning can effectively address systemic injustices in educational systems. Researchers can examine the case studies and
real-world examples provided in the film to ascertain the impact of student-centered practices on
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Greenfield 4
the advancement of social justice outcomes. Scholars can gain additional insights into the relationship between social justice and student-centered learning by looking at the methods and outcomes displayed in the video. They can then use this information in their own research endeavors and potential instructional initiatives.
Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education. Terry Lamb, Aniko Hatoss & Shirley O’Neill, 2020 https://link.springer.com/referenceworkentry/10.1007/978-3-030-14625-2_46
To address social injustices in diverse communities, language education can be a useful tool, as the article "Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education" examines. The writers Terry Lamb, Aniko Hatoss, and Shirley O'Neill promote an activist approach to teaching languages, highlighting how it can enable people to confront injustices in society. The piece illustrates how activist language education creates inclusive environments by promoting critical thinking and accepting a wide range of viewpoints through case studies and theoretical frameworks. Teachers can effectively address both linguistic and societal inequalities at one time by including social justice themes in language curricula. The
article highlights the transformative power of activist language education in encouraging inclusion and equity within super-diverse environments.
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Case studies help researchers identify strategies and best practices for implementing activist language education initiatives in a range of super-diverse contexts. Ultimately, the study offers valuable resources for academics wishing to explore how language teaching can be a transformative force in addressing social injustices. Reading the article "Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education" can help researchers understand how language education and social justice relate to one another in diverse communities. By examining the activist approach that the authors illustrate.
Fighting Injustice through Education. Cally L. Waite &Margaret Smith Crocco, 2007 https://www.tandfonline.com/doi/full/10.1080/0046760042000254541
The 2007 paper "Fighting Injustice through Education" by Margaret Smith Crocco and Cally L. Waite examines the crucial role that education plays in correcting social injustices. Examining diverse educational frameworks and approaches, it aims to foster critical consciousness and empower individuals to confront systemic injustices. The authors demonstrate
how education can act as a catalyst for social transformation by fostering equity, empathy, and activism through theoretical analyses and case studies. To promote a more just and inclusive society, they support incorporating social justice ideas into academic curricula. Considering all of
this, the paper offers a thorough analysis of how education can stop injustice and encourage constructive social change.
The paper provides insightful information for future research while providing a thorough examination of the relationship between social justice and education. It offers a variety of educational tactics and interventions intended to dismantle structural injustices and advance equity. Scholars wishing to investigate how education can rectify injustices and transform society
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will find value in the case studies and theoretical frameworks presented in this article. The report also calls for more research on how teachers can help students develop into activists and critical thinkers. Taken as a whole, it is a helpful tool for researchers looking into how education can help fight injustice and promote social change.
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