ABSTRACT FOR A 45-MINUTE CONCURRENT SESSION ON PRACTITIONER CONCERN Education for Justice (Two Co-Authors) A Description of the Concerns

Education is not neutral. By keeping quiet about social inequalities, educators in effect accept the status quo. Thanks to the struggles of many African Americans and their allies in social movements throughout the centuries, civil rights are rights legally recognized in courts. While we have come a long way since the period of mass slavery and public lynching, many people still experience discrimination. The people in the U.S. are still far from reaching full equality. Among those people who experience some form of discrimination include, among others, Native Americans, African Americans, Latinos, Asian Americans and Pacific Islanders, women, gays and lesbians, people with disabilities, Muslims, senior citizens, and atheists. In addition, European Americans and men also complain of reverse discrimination. Everyone, regardless of color, sex, size, weight, economic or social status, and other differences, deserves to be treated fairly. Educators, therefore have a duty to promote justice and human rights. Research Goals Furthermore, many people, including educators and learners, talk about justice nebulously without knowing what justice really means. Worse, the term ‘justice’ is not defined. Is justice a philosophic ideal, a real measure of fairness, or a distributive scheme attributing resources according to need, rather than power or position? Can justice be generalized across races, classes, and time? From a postmodernist perspective, can justice even be a validly definable subject? Hence, this paper sets out to provide a critical survey of literature that explains the

origin and development of the concept of justice. Equally importantly, this research aims to provide ideas on the way by which justice can be incorporated in teaching and learning, the outcome of which will be a heightened understanding of the theory as well as increased practice of justice in one’s life. Research Questions This research will answer the following research questions: 1. 2. What is justice? How has the meaning of the term evolved historically? What are the different ways in which educators can engage in education that promote justice? The Importance of the Concerns to Both Research and Practice in Adult, Continuing, Extension and Community Education As Dr. Martin Luther King, Jr. declaimed: “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character." We all aspire to live in a society that is just and more humane, in which everyone will be treated fairly. Educators in general are responsible to make the learning environment a safe zone so that everyone would feel secure to speak up and engage in dialogue with everyone else. Adult and community educators in particular have a duty to help raise the consciousness of adult learners and community members. Education for justice is important to research and practice in adult and community education, as it serves as a means to facilitate the development of a more equitable society, where everyone is treated with respect and dignity. Reference to Various Approaches That Have Attempted to Deal with the Concerns

Various approaches deal with the concern for education for justice.

They include

multicultural education, peace education, human rights education, and critical pedagogy. Although they are related, these approaches have different priorities and focuses. Based on the elements of these various approaches, the full paper will explain the similarities and differences in detail. It will also give the reasons for which education for justice is the focus of this paper. A Discussion of the Way in Which the Concerns or Questions Related to the Conference Theme of Linking Theory and Practice Both co-authors are committed to the practice of justice in real life. Separately and together, we have been conducting research on the theory of justice. We believe time has come that the products of our theoretical research on the subject of justice need to be applied to the practice of instruction and learning about justice. In this way, the knowledge, skills and values of justice will pass on not only to both educators and learners but also to the larger society. A Brief Description of How the Session/Presentation Will Address the Issue A PowerPoint file will be used for the presentation, after which there will be a questionand-answer session. Furthermore, people who attend our session will be asked to share their frustrations, challenges, experiences, lessons learned, and best practices in implementing education for justice.

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