Download A Guide to Judaism (Faith Guides for Higher Education) by Lavinia Cohn-Sherbok, Gary Bunt PDF

By Lavinia Cohn-Sherbok, Gary Bunt

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One is Futures, an intervention in which we used participatory social inquiry to realize more equitable schooling outcomes for low-income high school 20 Learning Power: Organizing for Education and Justice students of color. The second is Teaching to Change LA, which illustrates how participatory social inquiry can support teachers’ development of more equitable curriculum and pedagogy for low-income students of color. In Chapter 6, we confront the limitations of the two examples we have described and show how these limitations led us to explore democratic social movements and community organizing for ways that researchers, educators, activists, and policymakers can use social inquiry for policy change.

24 As Deborah Morris argued, this belief was in part connected to Dewey’s faith in “science’s immense social and political utility . . 26 He placed common people in the foreground of public inquiry and marked out a limited role for experts. 29 Experts thus should imagine themselves like the skilled shoemaker who realizes that it is “the man who wears the shoe [that] knows best . . ”30 They must join lay publics in dialogue about both problem and method and treat these sessions as serious consultations from which they might learn.

Or, in Dewey’s words, the process should restore “to the common man that [knowledge] which . . ”50 Second, an “experimental” method and attitude must drive social inquiry. Participants reveal their experiences and perspectives, gather new information, and generate and test hypotheses, adopting the “method” of science in assessing social policies. They treat “policies and proposals . . as working hypotheses . . subject to constant and well-equipped observation . . ”51 They constantly test beliefs, remaining open to alternative ideas and encouraging a proclivity toward systematic analysis.

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