Social Justice Activism

embedded within the ‘informal’ or ‘hidden’ curriculum of the teaching methodology and
environment themselves to provide a more cohesive and immersive learning
experience, since these factors also influence student learning immensely. Values and
attitudes are best communicated through participatory pedagogical methods, which are
interactive, inclusive and learner-centered. Paying attention to these details will create a
more holistic, value-laden learning experience which teaches by example.
Teacher Training and Development
Investing in teacher training and development is fundamental for two main reasons. It is
well established that teacher quality has a direct positive impact
on student achievement. As teachers act as planners, initiators, climate builders,
facilitators and guides, mediators, knowledge organizers and evaluators, they are
central to interpreting and implementing any curriculum.
It is possible to identify the skills and characteristics of a good teacher, who is able to
model and promote the principles of the RoL. The development of teacher codes of
conduct, and their inclusion as part of the in service and continuous training of teachers
can be usefully considered in this context.
Teachers may need to learn about aspects of the RoL that are not already covered in
subject matter preparation so that they can instruct students. Educators will need, to:
understand the principle of the RoL, its tenets and implications, expand their knowledge
of human rights, understand the causes, consequences and impacts of crime
on family, community, society, and on the safety and security of society as a whole and
increase their awareness of social influencers that shape student behaviors online and
off.
Teachers will also need to critically assess their own behaviors, attitudes and biases
that possibly undermine the RoL and their ability to speak credibly on challenges to the
RoL, embrace practices that foster inclusion and respect for diversity, with attention
to gender and coming from marginalized communities, adapt to the real learning needs
of young people, lead socio-emotional learning recognize and appropriately respond to
risky or potentially harmful situations, foster and nurture their moral character, create a
sense of community and a climate of trust in the classroom (where learners feel safe
and respected – ‘safe space’), engage in peer counselling and peer mediation,
developing teachers’ ability to acquire this knowledge and develop these skills requires
understandable, accessible and relevant resources and support that address their
genuine needs according with the cultural, school and educational policy environments
in which teachers work.
Any areas not already covered in pre-service training could be introduced to teachers
through in-service training, workshops and resource supports. These supports could be
offered through teacher training institutions and faculty, Ministries of Education and
affiliated training centers, professional associations and civil society organizations.
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