“Cultural critiques consist of the energetic deconstruction of powerful ideas, institutions and practices” (Dyrness, 208). This statement begins to formulate an essence of continuous process of social justice reform. Informing us that as long as there are cultural creations through the many (different) facets of people, a recycling of emerging dialect of ideas will be formulated to maintain and recreate institutions and practice. The perspective of marginalized groups rely drastically on theses socially constructed critiques.
The Madres Unidas ultimate fight or equality and social justice within the realm of the school was quite interesting. In the reading the author goes on to explain, “Demographically, the teachers who responded to the district for new small schools…were overwhelmingly female and white” (Dyrness, 17). Though I am all for the feminist movement and the likes, but this shows a different dynamic of social change or social justice or me. When most think of movements of this magnitude, it’s a bit selfish, the whole “for us by us” mentality. You would think that those who want to implement more change, and the first in line to want to be a part of this movement would be those black and brown people to whom know the struggle. 70% female and 75% white, this could be arguable, but this goes to show that social constructs of gender roles, and to some extent, disparities in wealth gap, that leaves you to question, where are the men? …show more content…
The idea that “inevitable defeat” of the poor (working class) black and brown people is problematic and heart wrenching on so many levels. Needless to say, the overall creation of the school was a powerful experience of social change.
Some fundamental tenants of social justice in education, is of course the dynamic of the team (parents and teachers), a well articulate and balanced agenda of curriculum, and good political/spokesperson management (George Costal). The limitation on all this is deciding when and how to make moves, and just basically humanly endeavors to be able to agree/disagree for the good of the
The Madres Unidas ultimate fight or equality and social justice within the realm of the school was quite interesting. In the reading the author goes on to explain, “Demographically, the teachers who responded to the district for new small schools…were overwhelmingly female and white” (Dyrness, 17). Though I am all for the feminist movement and the likes, but this shows a different dynamic of social change or social justice or me. When most think of movements of this magnitude, it’s a bit selfish, the whole “for us by us” mentality. You would think that those who want to implement more change, and the first in line to want to be a part of this movement would be those black and brown people to whom know the struggle. 70% female and 75% white, this could be arguable, but this goes to show that social constructs of gender roles, and to some extent, disparities in wealth gap, that leaves you to question, where are the men? …show more content…
The idea that “inevitable defeat” of the poor (working class) black and brown people is problematic and heart wrenching on so many levels. Needless to say, the overall creation of the school was a powerful experience of social change.
Some fundamental tenants of social justice in education, is of course the dynamic of the team (parents and teachers), a well articulate and balanced agenda of curriculum, and good political/spokesperson management (George Costal). The limitation on all this is deciding when and how to make moves, and just basically humanly endeavors to be able to agree/disagree for the good of the