Religion, Family, and Justice: A Narrative Study of Adults Learning to Teach for Social Justice in the Deep South

Christen Victoria Warrington-Broxton, Audrey M. Dentith

Abstract


The Deep South is a distinctive, complex sociogeographic region of the U.S. whose history and politics have been marred by societal inequities and injustices. This research considered theories of social justice education and transformative learning to understand the processes by which adults learn to teach for social justice in the Deep Southern context. The study included from adult students enrolled in a doctoral-level class in education at a large, urban university in the Deep South. Narrative inquiry and Voice-Centered Relational Method were used in the process of data collection and analysis. Among the participants, familial and cultural religious narratives pervaded, deeply affecting a continual process of negotiation among the participants’ understanding of teaching for social justice and their own socially constructed identities. The religious backgrounds and family ethos fostered new notions of social justice and contributed to the participants’ perceptions of confidence to teach for social justice.

Keywords


Social Justice; Adult Learning; Transformative Learning; Self-efficacy; Deep South

Full Text:

PDF

References


Adams, M., Bell, L., & Griffin, P. (Eds.). (2007). Teaching for diversity and social justice (2nd ed.). New York, NY: Routledge.

Bandura, A. (2012). Social cognitive theory. In P. A. M. Van Lange, A. W. Kruglanski & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 349-373). London: Sage.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewoods Cliffs, NJ: Prentice Hall.

Black, M., & Black, E. (2012). Deep south politics: The enduring racial division in national elections. In C. S. Bullock III & M. J. Rozell (Eds.), The Oxford handbook of southern politics (pp. 401-423). New York, NY: Oxford University.

Boes, L. M., Baxter-Magolda, M. B., & Buckley, J. A. (2010). Foundational assumptions and constructive-developmental theory. In M. B. Baxter-

Magolda, E. G. Creamer & P. S. Meszaros (Eds.), Development and assessment of self-authorship: Exploring the concept across cultures. Sterling, VA: Stylus.

Britzman, D. P. (1993). The terrible problem of knowing thyself: Toward a poststructural account of teacher identity. Journal of Curriculum Theorizing, 9(3), 23-46.

Brookfield, S. D. (2013). Powerful techniques for teaching adults. San Francisco, CA: Jossey-Bass.

Bullock III, C. S. (2010). Introduction: Southern politics in the twenty-first century. In C. S. Bullock III & M. J. Rozell (Eds.), The new politics of the old south: An introduction to southern politics (4th ed., pp. 1-24). Lanham, MD: Rowman & Littlefield.

Chase, S. E. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 651-679). Thousand Oaks, CA: Sage.

Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College.

Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-377.

Esposito, J. & Swain, A. N. (2009). Pathways to social justice: Ubran teachers’ uses of culturall relevant pedagogy as a conduit for teaching for social justice. Perspectives on Urban Education, 6(1), 38-48.

Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury.

Gilligan, C., Spencer, R., Weinberg, M. K., & Bertsch, T. (2003). On the Listening Guide: A voice-centered relational method. In P. Camic, J. Rhodes & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 157-172). Washington, D.C.: American Psychology Association.

Giroux, H. (2001). Theory and resistance in education: Towards a pedagogy for the opposition. Westport, CT: Bergin & Garvey.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.

Mezirow, J. (2012). Learning to think like an adult: Core concepts of transformative theory. In E. W. Taylor and P. Cranton (Eds.), The handbook of transformative learning: Theory,

research, and practice (pp.73-95). San Francisco, CA: Jossey-Bass.

Mezirow, J., & Taylor, E. W. (Eds.). (2009). Transformative learning: Insights from community, workplace, and higher education. San Francisco, CA: Jossey-Bass.

Mthethwa-Sommers, S. (2012). Pedagogical possibilities: Lessons from social justice educators. Journal of Transformative Education, 10(4), 219-235.

Nieto, S. & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education (6th ed.). Boston, MA: Pearson Education, Inc.

Picower, B. (2011). Resisting compliance: Learning to teach for social justice in a neoliberal context. Teachers College Record, 113(5). 1105-1134.

Picower, B. (2012). Practice what you teach: Social justice education in the classroom and the streets. New York, NY: Routledge.

Rossiter, M., & Clark, M. C. (2007). Narrative and the practice of adult education. Malabar, FL: Krieger.

Rozell, M. J. & Smith, M. C. (2010). Religious conservatives and the transformation of southern politics. In C. S. Bullock III & M. J. Rozell (Eds.), The new politics of the old south: An introduction to southern politics (4th ed., pp. 133-152). Lanham, MD: Rowman & Littlefield.

Schindel-Dimick, A. (2012). Student empowerment in an evironmental science classroom: Toward a framework for social justice science education. Science Education, 96(6). 990-1012.

Tennant, M. (2012). The learning self: Understanding the potential for transformation. San Francisco, CA: Jossey-Bass.


Refbacks

  • There are currently no refbacks.