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Political theorists want to use multicultural education to motivate social action. In this approach students are equipped with knowledge, values, and skills necessary to advocate and participate in social change. Teachers then serve as change agents, promoting relevant democratic values and empowering students to act. [5] Other goals include:
The Collaborative for Academic, Social, and Emotional Learning (CASEL) was founded in 1994, and participants published Promoting Social and Emotional Learning: Guidelines for Educators in 1997. [8] In 2019, the concept of Transformative Social and Emotional Learning (Transformative SEL, TSEL or T-SEL) was developed. Transformative SEL aims to ...
Social pedagogy describes a holistic and relationship-centred way of working in care and educational settings with people across the course of their lives. In many countries across Europe (and increasingly beyond), it has a long-standing tradition as a field of practice and academic discipline concerned with addressing social inequality and facilitating social change by nurturing learning ...
Social learning and social pedagogy has proven its efficiency with the application in practical professions, like nursing, where the student can observe a trained professional in a professional/work settings, and they can learn about nursing throughout all its aspects: interactions, attitudes, co-working skills and the nursing job itself.
Critical pedagogy advocates insist that teachers themselves are vital to the discussion about Standards-based education reform in the United States because a pedagogy that requires a student to learn or a teacher to teach externally imposed information exemplifies the banking model of education outlined by Freire where the structures of ...
Theorists like John Dewey, Jean Piaget and Lev Vygotsky, whose collective work focused on how students learn, have informed the move to student-centered learning.Dewey was an advocate for progressive education, and he believed that learning is a social and experiential process by making learning an active process as children learn by doing.
Traditional approaches to education maintain the status quo, reinforcing current power structures of domination. The "academic work process is essentially antagonistic to the working class, and academics, for the most part, live in a different world of culture, different ways that make it, too, antagonistic to working-class life."
The Tier 2 Program is a more selective prevention model directly targeting students with greater psychosocial needs identified by the school social work service providers. The label "at-risk" is intentionally avoided because the term denotes a very negative stigma in Chinese culture , and therefore discourages participation in the program.