The dimensions of, and connections between, multicultural social justice education and education for democracy: What are the roles and perspectives of future educators?
Year: 2017
Type: article
Study design: Observational Study
Abstract: In this article we explore connections between multicultural social justice education, democracy, and education for democracy. Just as critical multicultural (social justice) education does not simply involve examining the equal contributions of culture(s) to a society, thick education for democracy does not seek to merely educate learners about processes of equal representation of citizens. These projects must introduce the realities of the power imbalances in society that directly connect to the elements of cultures, identities, experiences and realities constructed by its members. Interrogating future educators’ perspectives, we found that while the majority of respondents viewed democracy in its’ hegemonic context of formal politics, voting, and elections, some also perceived these projects in alternative ways that emphasize equity and social justice. These findings underpin the need to include critical pedagogies that focus on reflexivity, transmediation, autobiography, and power and positionality. A broad, multi-pronged framework for conceptualizing a critical, engaged, transformative education for democracy is proposed, in which multicultural social justice education is inextricably interwoven.
Authors: Paul R. Carr, Gary Pluim, Gina Thésée
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W2769366112