Workshop 8

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Teachers College • Columbia University Class Meetings, Thursdays, 3:00-4:40 A&HH6577-A&HH6578 Navigator Course overview Participant pages Justice bibliography Social software Wiki Work Workshop 1 9/7/2006 Workshop 2 9/14/2006 Workshop 3 9/21/2006 Workshop 4 9/28/2006 Workshop 5 10/5/2006 Workshop 6 10/12/2006 Workshop 7 10/19/2006 Workshop 8 10/26/2006 Workshop 9 11/2/2006 Workshop 10 11/9/2006 Workshop 11 11/16/2006 Workshop 12 11/30/2006 Workshop 13 12/7/2006 Workshop 14 12/14/2006 Workshop 15 12/21/2006

Contents 1 Campaign for Fiscal Equity 2 Justice Category 3 Ongoing readings 4 Follow up on TC's Conceptual Framework

[edit] Campaign for Fiscal Equity

I think the case "Campaing for Fiscal Equity vs. State of New York is pertinent to our discussion of justice, injustice, and what educates.

• The Campaign for Fiscal Equity website. www.cfequity.org

• Background information Ensuring Every New York Child Their Constitutional Right to a Sound Basic Education

• The 1995 decision "the New York constitution requires that the state offer all children the opportunity for a "sound basic education". Campaign for Fiscal Equity, Inc. v. State of New York

• Michael Rebell is the legal council for CFE. He is also a staff member for the Campaign for Educational Equity here at teachers college.TC website

maggie reid 11:35, 26 October 2006 (EDT)

Douglas Reed. On Equal Terms.

Civil Rights Project

[edit] Justice Category

All of the articles we create related to justice should be added to the Justice Category. To add a page to a category, just use the "Associate this article with categories" tool at the bottom of the edit page, or, even easier, add a link at the bottom of the page mark-up like this: [Category:Justice]

[edit] Ongoing readings

• Judith N. Shklar. The Faces of Injustice (New Haven: Yale University Press, 1990)
  
• John Dewey. Democracy and Education (New York: Macmillan & Company, 1916), especially Chapters 1-9
  • What is the relation between democracy and justice? A lack of democracy and injustice?
  • Is equity an adequate measure of justice? Inequity of injustice?
  • The indvidual student relative to the distribution of resources.
  • Does truly democratic or a just (in some sense) education need to be redistributive?
• Amartya Sen. Development as Freedom (New York: Anchor Books, 1999).
  • What is the relation between the distribution of resources and development, properly understood? Relative specifically to development as education?
  • What is the concept of cultural capital and is it useful in making sense of questions of educational equity?
  • What cultural assets deserve value (Randolph Bourne. "Transnational America")?

Questions, resources, materials, tools, things to work with in a workshop. That is what is supposed to go here. That is supposed to add to the article page. Just in case you are like me and are not sure or forget.Sms2157 16:37, 12 October 2006 (EDT)sms2157

[edit] Follow up on TC's Conceptual Framework

Hi folks,

Here is a link to the text of TC's Conceptual Framework. It might be interesting for us to read the college's official position on social justice (p. 26-30) as a component of their teacher education programs and to read the college's conceptual position on assessing the commitment of candidates to social justice (Standards 10 and 11, Appendix E). The college's mission statement may also be of some interest.

I suggest this because we may want to situate our approach to the study of justice within the broader institutional context at TC. We may agree or disagree with TC's approach to educating teachers, but discussing it might give us a helpful common point of departure. The question of how to educate persons to have a concern for (social) justice seems to me to be very close to the question of how to work towards justice in general. Anyway, just an idea. Neil Eckardt 09:13, 16 October 2006 (EDT)

I found a few aspects of TC’s conceptual framework interesting:

First, the statement about teachers as “moral actors”. I was wondering what others thought of this statement in light of discussions we’ve had about character development, etc.

I also thought the discussion of dispositions was interesting. “We cultivate these dispositions by ‘…emphasizing the moral dimension of education, guiding prospective teachers in developing their own personal vision of education and teaching, promoting the developing of empathy for students of diverse backgrounds, nurturing their passion and idealism for making a difference in students’ lives and promoting activism outside as well as inside the classroom’ (Villegas & Lucas, 2002, p. 25).” I am not really sure what is meant by a disposition. MMannix 11:10, 19 October 2006 (EDT)

I'm not quite sure either. To me the connotation of disposition is that it's an opinion/feeling that is somehow basic, and requires no argument. I'm not sure if this meaning is intended in the text, and maybe I'm just argumentative, but I'm not convinced anything should stand without argument. I don't know enough about standpoint epistemology to determine it's relevance to this use of disposition, but it might be a place to start. Eric Strome 13:17, 19 October 2006 (EDT)

I'm posting this quote here because I think that it might be interesting to discuss in class:

Traditionally organized schools help to reproduce social inequalities while giving the illusion that such inequalities are natural and fair. Schools purport to offer unlimited possibilities for social advancement but they simultaneously maintain structures that severely limit the probability of advancement for those at the bottom of the social scale (Labaree, 1997). p. 26 Conceptual Framework

Matt 15:00, 19 October 2006 (EDT)