De Facto Segregation
I chose this poem to illustrate the concept of De facto Segregation in a modern sense. Although we are not "segregated" in the aged sense of the term, our society has us segregated by our social differences and socioeconomic categories, especially within the education system. I love the last line of this section of the poem, calling out society for this division. This gives us the responsibility of teaching social justice. Hytten writes on the concepts of social justice and how we can apply this within education. De facto segregation is described as a result of societal differences that separate us into groups and socioeconomic categories. Hytten explained the strive we should have towards a democratic education system by teaching students how to develop habits of citizenship. "Given our current social, political, and educational climate, the need to teach in ways that help the student develop the habits of democratic citizenship and inspire them to work for social justice of increasingly important" (Hytten, 441) Maxine Greene talks about teaching for social justice as teaching what we ought to be, to all people in different spheres. It is the process of leading students to critically think on a different level while using reflection, in hopes that they will respond with questions relating to change within the dynamics of social justice. Overall, the purpose of this article is to process the ways in which we can motivate individuals involved in the education system, to act out of moral urgency in order to cultivate new models of social justice and to demonstrate tools and practices to promote change. Philosophers can play a valuable role in the education system by informing students of the tools they have and how the strategies they can further create, to engage in our social worlds. Some of these tools include "utilizing narratives; personal accounts, documentaries, and performances in the classroom" (Hytten, 447) These practices can stir the minds of students and give them the opportunity to engage in their understanding by enhancing their capacity to address social justice subjects. In addition, philosophers can be conversation instigators and promote discussions relating to the importance of education for democracy and social justice.
Hytten, K. (2015). Ethics in Teaching for Democracy and Social Justice. Democracy and Education
Comments
Post a Comment