Researching a Social Justice Course in a Charter School: A Duoethnographic Conversation

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dc.contributor.author Lund, Darren E.
dc.contributor.author Veinotte, Cheryl
dc.date.accessioned 2010-12-22T18:52:14Z
dc.date.available 2010-12-22T18:52:14Z
dc.date.issued 2010
dc.identifier.uri http://hdl.handle.net/10294/3141
dc.identifier.uri http://ineducation.ca/article/researching-social-justice-course-charter-school-duoethnographic-conversation en
dc.description.abstract This paper uses a dialogic approach following duoethnography to report on a research study conducted in a charter school offering a locally designed social justice course. This narrative approach involves a critical dialogue between two people, each of whom pushes the other to further insights and understandings. The urban prairie school under study focused on gifted learners and was funded as a public school. Multiple methods of data collection included document and policy analysis, field observations, and open-ended interviews with administrators, teachers and students who were directly involved with the social justice program. The results and discussion focus on student engagement in schools on issues of human rights and social justice, inquiry-based approaches to the curriculum, and include implications for educational policy and practice. Keywords: alternative school programs, social justice, duoethnography, inquiry learning en_US
dc.language en en
dc.language.iso en en_US
dc.publisher University of Regina, Faculty of Education en_US
dc.title Researching a Social Justice Course in a Charter School: A Duoethnographic Conversation en_US
dc.type Article en_US
dc.description.authorstatus Other en_US
dc.description.peerreview yes en_US


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