Location
Social Justice (Session 5 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
UNESCO 2030 (UNESCO, 2015) sustainable development goal 4 highlights the need for inclusive educational practices in order to dismantle the present exclusionary practices in education. These goals are designed to ensure that by 2030, benchmarks are met requiring all children with diverse socio- economic, race and gender backgrounds receive an equitable and quality education. To meet the needs for inclusive educational practices two areas in education are under consideration: teacher training and curriculum development and implementation. This presentation will highlight the work by two professors working with their students to promote an inclusive social justice education and curricula framework.
Specifically, the presenters will share their experience of empowering their pre-service and in-service teachers to develop their abilities to conceptualize the principles of culturally relevant/responsive/sustaining curriculum and pedagogy and critically evaluate, develop, and implement such principles in teaching, learning, assessment and evaluation practices in schools
Keywords
culturally relevant curriculum, culturally relevant pedagogy, inclusive education
Professional Bio
Beverly King Miller is Assistant Professor of Elementary Science Education in the College of Education at Georgia Southern University. Her scholarly work focuses on the persistence of Afro Caribbean females in STEM (science, technology, engineering and mathematics) training and careers. Research includes qualitative studies related to the inclusion of underrepresented groups such as Latina/Latino and those of African descent to STEM. Dr. Miller has instituted STEM programs in under served communities in the United States, South Africa and Panama City, Panama.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
King Miller, Beverly A.; He, Ming Fang; Whitfield, Amber; and Li, Ru, "Promoting Social Justice through Teacher Education and Curriculum Development and Implementation" (2020). Georgia Educational Research Association Conference. 65.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/65
Included in
Promoting Social Justice through Teacher Education and Curriculum Development and Implementation
Social Justice (Session 5 Breakouts)
UNESCO 2030 (UNESCO, 2015) sustainable development goal 4 highlights the need for inclusive educational practices in order to dismantle the present exclusionary practices in education. These goals are designed to ensure that by 2030, benchmarks are met requiring all children with diverse socio- economic, race and gender backgrounds receive an equitable and quality education. To meet the needs for inclusive educational practices two areas in education are under consideration: teacher training and curriculum development and implementation. This presentation will highlight the work by two professors working with their students to promote an inclusive social justice education and curricula framework.
Specifically, the presenters will share their experience of empowering their pre-service and in-service teachers to develop their abilities to conceptualize the principles of culturally relevant/responsive/sustaining curriculum and pedagogy and critically evaluate, develop, and implement such principles in teaching, learning, assessment and evaluation practices in schools
