Overview

The authors draw from their work with teachers and students to address issues of social justice through the regular curriculum and everyday school life. This book illustrates an approach that integrates social justice education with contemporary research on students' development of moral understandings and concerns for human welfare in order to critically address societal conventions, norms, and institutions. The authors provide a clear roadmap for differentiating moral education from religious beliefs and offer age-appropriate guidance for creating healthy school and classroom environments. Demonstrating how to engage students in critical thinking and community activism, the book includes proven-effective lessons that promote academic learning and moral growth for the early grades through adolescence. The text also incorporates recent work with social-emotional learning and restorative justice to nurture students' ethical awareness and disrupt the school-to-prison pipeline.Book Features: Guidance to help teachers move from classroom moral discourse to engage students in community action. Age-specific lesson plans developed with classroom teachers for integration with regular academic curricula. Detailed overview of moral growth with examples of student reasoning. Connections between moral development and critical pedagogy. Connections between moral development and digital literacy. Connections among classroom management, school rules, restorative justice, and students' social development. Insights drawn from research conducted within the Oakland Public School system.

Full Product Details

Author:   Larry Nucci ,  Robyn Ilten-Gee ,  Carol D. Lee
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 14.90cm , Height: 1.50cm , Length: 15.20cm
Weight:   0.333kg
ISBN:  

9780807765623

ISBN 10:   0807765627
Pages:   240
Publication Date:   30 July 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Temporarily unavailable  
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Table of Contents

Contents Foreword  Carol D. Lee  ix 1.  Situating Students’ Moral Development Within the Context of Social Justice Education 1 PART I: MORAL DEVELOPMENT AND CHARACTER FORMATION 7 2.  Defining the Moral Domain 9 Morality and Social Convention 9 Morality and Religious Rules 11 The Personal Domain 17 The Social Experiential Origins of Children’s Morality 19 Social Interactions and the Personal Domain 21 Moral Complexity 24 Informational Assumptions 27 3.  Issues of Development 29 Age-Related Changes in the Personal Domain 30 Developmental Dynamics Between the Personal and Conventional Domains 34 The Development of Concepts of Social Convention 35 The Development of Concepts of Morality in Childhood and Adolescence 45 Development and Cross-Domain Interactions 56 4.  Character as a Developmental System 58 The Limits of Traditional Views of Character 59 The Components of Character 61 Linking the Character System to Identity and the Self 66 Conclusion 66 PART II: SOCIAL LIFE IN SCHOOLS AND CLASSROOMS: CREATING ENVIRONMENTS THAT PROMOTE MORAL DEVELOPMENT AND SOCIAL JUSTICE 69 5.  Schools and Classrooms as Moral Institutions: Rules, Norms, and Procedures 71 Children’s Concepts About School Rules 72 When Worlds Collide: School Rules and Social Justice 77 6.  Promoting Moral Wellness and Social Justice Through Classroom Management, Climate, and Disciplinary Policies and Practices 82 The Big 5: Basic Elements of a Moral Classroom Climate 83 Facilitating Moral and Social Development Through Classroom Management: The Elementary Grades 89 Restorative Justice 98 PART III: MORAL EDUCATION AND CRITICAL PEDAGOGY ENACTED: THE CURRICULUM, DIGITAL MEDIA, AND PRAXIS 103 7.  Critical Pedagogy and Domain-Based Moral Education: Complementary Frameworks for Comprehensive Social Justice Education 105 Overview of Critical Pedagogy 106 Alignment in Constructivist, Cognitive Foundations 107 Alignment in Fostering Reasoning Transformations 109 Alignment in Targeting Informational Assumptions 111 Alignment in Classroom Strategies 112 Critical Consciousness and Critical Moral Education: Even for Young Children! 114 8.  Using the Academic Curriculum for Moral Development with a Social Justice Orientation: The Basics 117 Goals 119 Basic Principles of Lesson Planning 122 Putting This into Practice 123 From Peer Discourse to Critical Moral Perspectives: Creating Discussion for Engaged Reasoning 126 9.  Lesson Plans for Moral Development and Social Justice: Some Examples 138 Morality 139 Social Convention 145 The Personal Domain 152 Complex Multidomain Issues 155 10.  Critical Digital Pedagogy as a Component of Moral Education for Social Justice 163 What Is Critical Digital Pedagogy? 164 Examples of Critical Digital Literacy 174 11.  Integrating Moral Education Within the Cycle of Praxis with Dr. Johari Harris, University of Virginia 177 Extending Curriculum-Based Moral Lessons to Include an Action Project 178 Integrating Moral Development Within an Action Project 187 Pivoting and Responding to an Emergent Issue 191 Issues of Grading and Assessment 192 12.  Closing Thoughts 195 Addressing Student Emotions and Potential Resistance 196 Walking the Walk: Steps for Educators 199 Conclusion 201 References 203 Index 213 About the Authors 223

Reviews

"""This book is useful for educators who want to engage with the moral domain in more authentic ways and who are interested in exploring moral education as social justice from a developmental perspective grounded in research."" --Teachers College Record ""This brand new book includes brilliant new combinations and mixtures of moral education, character education, social justice, and other notions and theories proposed to help K-12 teachers help guide and shape responsible adults. Nucci and Ilten-Gee are to be commended for collapsing all the theory into one book for more focused access by teachers and by teacher educators."" --Critical Issues in Teacher Education"

This brand new book includes brilliant new combinations and mixtures of moral education, character education, social justice, and other notions and theories proposed to help K-12 teachers help guide and shape responsible adults. Nucci and Ilten-Gee are to be commended for collapsing all the theory into one book for more focused access by teachers and by teacher educators. --Critical Issues in Teacher Education

Author Information

Larry Nucci is an adjunct professor in the Graduate School of Education at UC Berkeley and professor emeritus of Educational Psychology at the University of Illinois at Chicago. Robyn Ilten-Gee is an assistant professor in Education at Simon Fraser University in British Columbia, Canada.

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