Maintaining a Socially Just Classroom: Ethical Decision-Making for Student Engagement as a Positive Outcome

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Author(s): Jose W. Lalas (University of Redlands, USA)and Joanna Linda Lalas (New York University, USA)
Copyright: 2019
Pages: 16
Source title: Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes
Source Author(s)/Editor(s): Penelope D. Keough (National University, USA)
DOI: 10.4018/978-1-5225-7582-5.ch011

Keywords: Ethics and Social Responsibility / Information Science Reference / Psychology / Social Sciences & Humanities

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Abstract

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

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Maintaining a Socially Just Classroom: Ethical Decision-Making for Student Engagement as a Positive Outcome

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