| Summary: | This ethnographic study provides a unique portrayal of one classroom and illustrates how
this learning environment has helped students in grade six and seven gain a more
comprehensive understanding of the critical concept of fairness. Through their
participation in class meetings and a variety of critical thinking activities these students
have become more thoughtful, responsible, and active citizens who try to deal with
situations in a fair and caring manner.
The concept of fairness provided the scaffolding for the class meetings and critical
thinking activities, as it is relevant to the students and integral to both democracy and
critical thought. The British Columbia Social Studies Curriculum and the British
Columbia Performance Standards for Social Responsibility were used to guide this
research.
The emphasis was placed on critical thinking, as it is necessary for the interpretation and
application of knowledge, effective problem solving, and active participation in a
democratic society. The class meetings provided students with authentic opportunities to
explore democratic principles and exercise and further develop their thinking abilities.
Throughout this study, students strove to maintain a fair and equitable learning
environment and advanced the principles of responsibility, respect, non-discrimination,
commitment, equity, honesty, trust, and participation.
|
|---|
