“In what ways can teachers act as agents of social transformation and justice, and how do various educational philosophies support or challenge the role of the teacher in promoting systemic change?”

You may choose to approach your final project/paper in many ways. I urge you to think creatively about what aspects of the course have meant the most to you and what ideas or concepts you feel you want to take with you and apply to your own learning (and teaching) within your program.

GUIDELINES FOR YOUR FINALFormatting:

• APA Style Format
• Double-spaced
• 12 point font with 1” margins
• 8-10 pages in length
• Page numbers in bottom right corner
• Cover/title page, body of the essay, and a references page (no running head needed)
• The cover page (not included in the page count) should include: (1) title of your essay, (2) your name, (3) instructors’ names, (4) the course name, (5) the OPTION you chose/ or prompt you are writing about, and (6) the date.
• Use headings in your paper to organize your thoughts and for the reader (me) to follow the development of your ideas.
• Each essay should include an introductory statement/paragraph and a concluding or summarizing statement/paragraph at the end.

Key Requirements Across ALL OPTIONS:

• In your paper describe for the reader what you did and the process involved.
• Discuss how the activity or topic you are exploring connects to specific topics discussed in this course.
• Reference at least FOUR readings, or media sources (videos, blogs) from the book “textured Teaching, a framework.”, by Lorenza Escato German” curriculum. In some cases you can use outside sources to support your points. You can use some direct quotes to support your claims.
• Provide at leas two specific ideas about how you might use/apply what you learned in your life, teaching, or professional practice.

Make/demonstrate at least ONE explicit connection to your own experiences

Class references: Textured teaching: A frame work by lorea Escoto german.

2. “ The critical criteria of race toward racial literacy in urban teacher, education”January, 2023, by Yolanda Sealey Ruiz

3. “ What a critical race theory of education understanding the sociopolitical context of schooling” by Ladson/billings Gloria.

4. The myth of the “culture of poetry” by Paul Gorski, April 2008, volu

E 65, number 7, poverty and

Learning, p. 32-36.

The above are all readings from class that quotes need rk be taken from.

Academic journals:

1. International Journal of Development Education and Global Learning (2016) – “Teachers as Agents of Social Change” by Douglas Bourn

2. (2022) – “Critical Possibilities for Teacher Education” by Hope Kitts

3. High School Journal (2016) – “When Schools Become Dead Zones of the Imagination: A Critical Pedagogy Manifesto” by Henry A. Giroux

4. Social and Emotional Learning: Research, Practice, and Policy – “Stretching Towards Social Justice: A Case Study of Transformative Social and Emotional Learning” by Gina McGovern, Bernardette J. Pinetta, Jessica M. Montoro, Jozet Channey, Enid Rosario-Ramos & Deborah Rivas-Drake (2023

5.

• International Journal of Development Education and Global Learning (2016) – “Teachers as Agents of Social Change” by Douglas Bourn.

• International Journal of Development Education and Global Learning (2016) – “Teachers as Agents of Social Change” by Douglas Bourn.

• International Journal of Development Education and Global Learning (2016) – “Teachers as Agents of Social Change” by Douglas Bourn

• International Journal of Development Education and Global Learning (2016) – “Teachers as Agents of Social Change” by Douglas Bourn

1. Gunn, A.M.A., & Bennett, S.V. (2022)Teachers as change agents: Social justice theory to practice.Journal for Multicultural Education

Magro, K. (2015)

1. Teaching for social justice and peace education: Promising pathways for transformative learning.Peace Research Journal, 47(1-2).
2. Cochran-Smith, M. & Keefe, E. (2022)Strong equity: Repositioning teacher education for social change.Teachers college record

1. Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2018)Teaching to Change the World

1. Magro, K. (2015)Teaching for social justice and peace education: Promising pathways for transformative learning.Peace Research Journal, 47(1-2)
2. Magro, K. (2015)Teaching for social justice and peace education: Promising pathways for transformative learning.Peace Research Journal, 47(1-2)