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UBC Theses and Dissertations
Fairness as a critical concept for grade six and seven students Clarke, Tracy Danielle
Abstract
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.
Item Metadata
Title |
Fairness as a critical concept for grade six and seven students
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2001
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Description |
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.
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Extent |
5992044 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-07-30
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0055006
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2001-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.