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Examining resources for and about social justice in senior social studies

Maria Perreau
Abstract: 

This article presents findings from a qualitative document analysis of selected resources for and about social justice in senior social studies, and argues that effective resources can facilitate transformative social-justice learning. During the study, analytic criteria were formed to examine purposively selected resources. This framework emerged from the work of multicultural education scholar James Banks and other research and literature. The study found two broad types of resources: those with an assessment focus and those with a curriculum focus. While the analysis of resources produced specifically for the assessment of social-justice actions revealed limitations from the perspective of social-justice education, some of the curriculum focused resources presented the transformative possibilities of social-justice resources. Although the study focused on senior social studies, this article makes a contribution to social studies education at any level, and also aims to inform the wider area of curriculum resourcing in New Zealand.

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