# data[].attributes.body
We chose this topic because as current and future educators we need to know how different places in the world approach social justice in education. At Missouri State University we have taken diversity classes to better understand other cultures and social issues in communities around the world. Social justice topics have been discussed in most of our education classes.

We want to know how social justice topics are implemented in the classroom, whether or not they are taught and the impacts they have on the students, families and communities in Costa Rica.

Our beliefs on "good teaching" include:

Empathy and compassion for all students.

High expectations.

Representation for all students within curriculum and environment.

literature

curriculum

social interactions

Culturally responsive teaching practices.

One bias we have is we think that classrooms should include social justice topics (racism, respect, poverty, human rights, etc.) to represent all students in classrooms. By teaching social justice topics families and the communities are changed for the better as the world becomes more tolerant and accepting of all people.

# data[].attributes.headline
Big Question and Specific Research Questions

# data[].attributes.subject
Big Question and Specific Research Questions

# data[].attributes.body
What does social justice education look like in Costa Rica?

What does social justice mean to you?

Do the teachers in Costa Rica have courses with social justice topics as part of their teacher training? If so, what topics were taught?

How does the classroom environment represent social justice in education?

How do the teachers use social justice topics in their classroom/curriculum/lessons?

Does Costa Rica have laws concerning discrimination ( i.e. special education, gender, nationality)?

Is social justice something that is important in Costa Rican society?  Why do you say this?

Do you feel represented in your classroom? How?

How do families / the community feel about social justice in education?

Do you what your children taught about social justice in the classroom?

Do you think it is acceptable for schools to have students participate in social justice projects? Why?

If yes what do you think are important topics?

# data[].attributes.body
The purpose of this study is to learn if and how Costa Rica implements social justice topics into their education and how that impacts the Costa Rican society.

We hope to gain knowledge from interviews and observations on social justice in education in Costa Rica to better understand our future and current students.

# data[].attributes.body
Students- experience of social justice in the classroom (or not); have opinions of whether social justices should be taught in the classroom; have opinions of social justice topics in their community and world.

Nazareth Méndez Víquez- 6th grade student at Saint Nicholas of Flüe School, Heredia.

Fiorella Badilla Cárdenas- 10th grade student at Santa Elena High School, Monteverde.

All students range from middle class to upper class.

Teachers/Administrators- experience teaching social justice topics within the curriculum (or not); have opinions of whether social justice should be taught in the classrom; have opinions of social justice topics in their community and world.

Marlene- English teacher at San Francisco Elementary School, K-6, Heredia.

Dan Eisler- Head of School at Cloud Forest School, PreK-11, Monteverde.

Lori Bakke- Upper school English teacher at Cloud Forest School, 7-11, Monteverde.

Parents/Community Members- experience with their students or children in the community with social justice topics (or not); have opinions of social justice topics in thier community and world.

Areyls- parent of 2 students (unknown grades), Monteverde.

Isabel- parent of a student in 3rd grade, Alajuela.

Eduardo Méndez Víquez- parent of Nazareth Méndez Víquez, Heredia.

Gail Nystrom- Director and founder of Costa Rican Humanitarian Foundation, La Carpio.

Conductors of Research- learned about social justice topics in education at MSU; have opinions of social justice in the community and the world.

Field note observations

Research through Costa Rican education documents.

# data[].attributes.body
Student Interview

Students were interviewed one on one and asked questions.

Students were asked, "What is social justice?"

Students were asked, "Do you feel represented in your classroom?"

A follow up question was asked, why or how.

This intrument was chosen because we wanted the student's individual perspective on social justice topics in the classroom. We understand that social justice topics are vast therefore we needed a more individual assessment tool.

Teacher Interview

Teachers were interviewed both formally and informally.

Teachers were asked, "What does social justice mean to you?"

Teachers were asked, "Does Costa Rica have certain laws protecting discrimination in education?"

This intrument was chosen because we wanted the teacher's individual perspective on social justice topics in the classroom. We understand that social justice topics are vast therefore we needed a more individual assessment tool.

Parent/Community Member Interview

Parents/Community members were formally and informally asked questions.

Parents/Community members were asked, "Is social justice something that is important in Costa Rican society?  Why do you say this?"

Parents were asked, "Do you what your children taught about social justice in the classroom?"

This intrument was chosen because we wanted the parent/community member's individual perspective on social justice topics in the classroom. We understand that social justice topics are vast therefore we needed a more individual assessment tool.

Field Notes

Observation, picutures and notes taken during all 3 school visits; San Francisco, San Luis, Cloud Forest.

Observation and notes taked during visit to La Carpio Nicaraguan refuguee community.

Reflection journal entries written every day with a focus on social justice topics that were experiences in Costa Rica.

This intrument was chosen because it is important in educational research to have reflections of observations.

Research

Summary of key points from journal articles and newspaper articles.

This instrument was chosen because it is imporant to have valid academic, published and professional documents. This instrument helps with not having biases.

# data[].attributes.attachment_link.title
Social Justice in Education Research Timeline

# data[].attributes.attachment_link.description
Social Justice in Education Research Timeline - VisME is the Swiss Knife for creating Awesome Visual Content and effective story telling.

# data[].attributes.body
Interview Responses:
I colored coded all the interview responses to the research question and grouped the question according to the person who was asked (student, parent, teacher). I determined which responses happened most often and by whom. Our research questions were answered with basic yes it was visible or no it was not. Therefore, the why is important to note in all interview responses. It is also important to note the impact in the society of the visibility of the response.
Field Notes:
I read through my field notes and noted all those with the same color as the questions and interview responses. Again, taking note of what happened most often and by whom.

# data[].attributes.headline
Data: Student Interview (2 students represented as N. and F.)

# data[].attributes.subject
Data: Student Interview (2 students represented as N. and F.)

# data[].attributes.body
Student's view on social justice. (N.)

Interviewer: Do you know what social justice is?

Student:  No.

Interviewer: What do you think it means?

Student: Well justice is like the progress of a city.

Interviewer: Then what do you think social justice could mean?

Student: Maybe Society progressing.

Student's view on social justice. (F.)

Interviewer: Do you know what social justice is?

Student: No.

Interviewer: What do you think means?

Student: People who fight for the rights of others.

When I spoke student (F) about going to La Carpio the student was astonded that I went there. The student said that La Carpio was the most dangerous place in Costa Rica because that is where a lot of Nicaraguans live. The student talked about immigration and the Nicaraguan problem. The student stated that Costa Rica is too small to let all the Nicaraguans in.

Student's opinion of individual experiences in classroom. (N.)

Interviewer: Do you feel represented in your classroom?

Student: Yes, I feel represented in my classroom.

Interviewer: How? (the student did not understand how to explain how the teacher actually represents her in the classroom. So then I asked how she knows that one teacher may represent her better than another)

Student: The teachers that I feel represent me better are patient and supportive. That is what makes the difference.

Student's opinion of individual experiences in classroom (F.)

Interviewer: Do you feel represented in your classrooms?

Student: No and Yes. In English I feel more represented because I am good at English.

Interviewer: Do you feel like you have a voice in your classrooms?

Student:  No, I cannot voice my opinion, because everyone (students) cannot agree on things. So I stay out of it. Teachers do not help in those situations.

Student's views of social justice in the classroom (F.)

Interviewer: Are you taught about other cultures in your classes?

Student: Not really. Sometimes we learn about World Wars and that, but not really.

Interviewer: Do you believe a teacher should add or change a classroom/lessons for some or one student?

Student: No, because most Nicaraguans were born here so they feel like Costa Ricans. I don’t think we should change the culture or lessons in a classroom for just a few people.

Student's views of social justice in the classroom (N.)

Interviewer: Are you taught about other cultures in your classes?

Student: Yes, we receive a cultural lesson on Wednesday from 7:30-8:50. We study different cultures from different countries.

Interviewer: Do you believe a teacher should add or change a classroom/lessons for some or one student?

Student: Yes, I think it is interesting to learn about other cultures and traditions.

Student's opinion on if sex effects education. (N.)

Interviewer: Do you feel there is a difference in the way boys and girls are treated in school?

Student: Yes representation and empowered and no because the boys feel they are better than the girls. Teachers might prefer boys or girls in certain activities.

Do you believe a teacher should add or change a classroom/lessons for some or one student?

Student's opinion of options of classes offered. (F.)

Interviewer: Do you feel like you have options with classes that offered in your school?

Student: Accounting is giving me some options, but there are more options in other places in Costa Rica. I really want to study in the United States.

Student's opinion of United States education. (F.)

Interviewer: Why do you want to study in the United States?

Student:  I want to go because I want to learn more about cultures. There is only one culture here in Costa Rica.

# data[].attributes.body
6th Grade Student

# data[].attributes.headline
Data: Teacher/Administrator Interview/Presentation (4 teacher/administrators represented as M., D., and L.)

# data[].attributes.subject
Data: Teacher/Administrator Interview/Presentation (4 teacher/administrators represented as M., D., and L.)

# data[].attributes.body
Information given through presentation:
Teacher stating facts and giving opinions of education system in Costa Rica. (M.)
1994 English became mandatory as a second language in Costa Rican schools and since then Italian, French, Portuguese and German have also been offered in High School. The thought was to give all classes of people the opportunity and access to learn languages. In 1998 English became an official subject in school. However, it is still flawed due to lack of time restraints on students and teachers. Some elementary students only have English 2 hours a day.

Some schools in Costa Rica only attend ½ day school for elementary students with no services offered for after school programs. If parents work then students have nowhere to go. Parents would have to pay for after school programs. Which limits access.

Teacher Interviews
Teacher's views on social justice. (M.)

Interviewer: What does social justice mean to you?

Teacher: There is not much social justice in the world. Social justice is being fair to all people.

Teacher's social justice education experience. (M.)

Interviewer: Do the teachers in Costa Rica have courses with social justice topics as part of their teacher training? If so, what topics were taught?

Teacher: No, I didn’t have classes on other cultures or diversity or social justice topics.

Teacher views and experiences on teaching social justice in classroom. (M.)

Interviewer: How do the teachers use social justice topics in their classroom/curriculum/lessons?

Teacher: I have tried to bring in American culture into my classroom with holidays like Thanksgiving or Halloween, but the school or church doesn’t like it. The students love it if I bring in food. We are told to teach only Costa Rican culture in the classroom. The students are Costa Rican so that is what they need to learn about.

Teacher's views and experiences on teaching social justice in the classrom. (L.)

Interviewer: How do the teachers use social justice topics in their classroom/curriculum/lessons?

Teacher: I use books about indigenous people of Costa Rica and other cultures to help the students in my English class have a better understanding of the world around them. We have done whole unit plans using multicultural literature.

Teacher's views on special education in Costa Rica (M.)

Interviewer: Does Costa Rica have laws concerning discrimination? (special education, gender, nationality)

Teacher:  Yes, Costa Rica has laws concerning special education. All schools have to integrate handicap students and accommodate those students. However, it depends on the parents on whether those students go to school. Most of the time they stay home. Costa Rica does have several high schools for handicap students where they can learn a trade like homemaking. That is what those students need to learn. In our school we have the same type of classroom for handicap students. It is important to teach them the basic life skills so they can take care of themselves.

Administrator's view on special education in Costa Rica (D.)

Interviewer: Does Costa Rica have laws concerning discrimination? (special education, gender, nationality)

Administrator: Yes, there is non-significant and significant designation. Non-significant designation for a special needs student means a student will receive accommodations within the classroom, but those accommodations are limited. Significant designation means the student will have accommodated curriculum and legal obligations based on student needs. For the student to receive a significant designation they have to have a diagnosis from a professional. Some public schools in Costa Rica have those and some do not. Our school does not. Our school will refer families to the professional they need, but if they cannot afford the visit then the student will not receive the diagnosis. I wish the school could do more, but it is not in the budget. Within our population we can accommodate our students with non-significant designation. There is a learning support team that consists of 3 individual for individual counseling, career readiness, university prep, emotional workshop that including talks, at all grade levels, about bullying. One person documents all the accommodations that each student that is non-significant or significant.

Teacher's views on social justice in Costa Rica (M.)

Interviewer: Is social justice something that is important in Costa Rican society?  Why do you say this?

Teacher: Yes and no. Costa Rica has programs like an adult high school night class here where adults can come and earn their high school diploma, but no one does it. The community does not like what goes against the church. So the community might not like the social justice depending on the topic. The church also has a big influence on the school. The church also affects the government. The poor stay poor and the rich stay rich.

Teacher's views on prejudice (M.)

Interviewer: Is there prejudice in Costa Rica?

Teacher: There is some disparity with Nicaraguans due to a more violent culture but overall not a lot of prejudice.

Teacher's views on other cultures (M.)

Interviewer: How do Costa Ricans feel about other cultures?

Teacher: Costa Ricans appreciate the influences of other cultures as a whole.  Incorporating diversity / social justice in the classroom on a whole no, but some if a student is Nicaraguan.  I try to ask questions of how they do things in Nicaragua and if a student is derogatory I point out beautiful aspects. We try to show different aspects of races and abilities / disabilities.  We have special days where everyone wears different socks and a point is made to see how everyone is different.  Everyone holds the same standard.  The government is making a proposal for unisex bathrooms in high schools.

Teacher's facts and views on student's behaviors (M.)

Interviewer: Is there a standard for how students are expected to treat each other?

Teacher: Conduct grades are given but it depends on teachers and institutions on how it is implemented. There is a standard report form provided by the government for behavior but many schools rarely use it.

Teacher's experience with lesson plans (M.)

Interviewer: Do you create your own  lesson plans or is it provided to you?

Teacher: The government sends all lesson plans with no diversity but I add it where I can.

# data[].attributes.body
10th Grade Student

# data[].attributes.headline
Data: Parent Interview/Community Member (4 parents/community members represented by A., I., E., and G.)

# data[].attributes.subject
Data: Parent Interview/Community Member (4 parents/community members represented by A., I., E., and G.)

# data[].attributes.body
Parent's views on student's social justice education (A.)

Interviewer: Do you want your children taught about social justice in the classroom?

Parent: Yes, I love other cultures and I think it is important for my children to be taught about other cultures and to understand that people have different perspectives.

Parent's views on student's social justice education (I.)

Interviewer: Do you want your child taught about social justice in the classroom?

Parent: She doesn’t learn anything about social justice topics in school, like about other cultures, but I think she should. I think they learn more in high school. But by then it is too late. They might learn more in university as well, but again it is too late. People have already made up their mind about each other by them. We need to do better about teaching younger children to be more accepting of other cultures.

Parent's view on social justice projects in the schools and topics of those projects(A.)

Interviewer: Do you think it is acceptable for schools to have students participate in social justice projects? Why?

Parent: Absolutely, schools must do social justice projects. The students need to be out serving in their communities to learn about the people around them.

Interviwer: If yes what do you think are important topics?

Parent:  I think that all social justice topics are important; racism, poverty, gay rights etc. Students need to learn to understand that people around them grew up differently. Families are different. Experiences are what make people the way they are. If we teach our students this then they are less judgemental of each other.

Parent's view on social justice projects in the schools and topics of those projects (I.)

Interviewer: Do you think it is acceptable for schools to have students participate in social justice projects? Why?

Parent: Absolutely. I would like my daughter to learn about poverty. I would be ok with my daughter going to places like La Carpio and learning about poverty. This would help students understand poverty better. This could also help students not bully each other. I knew a student that just got bullied because his shoes were made of a kind of plastic, rubber. If students did projects to help people in poverty then maybe they wouldn’t bully each other.

Interviwer: If yes what do you think are important topics?

Parent: All topics are important. It is important for people to know how to coexist with each other.

Views on social justice in Costa Rica (A.)

Interviewer: Is social justice something that is important in Costa Rican society?  Why do you say this?

Parent: The education system could do better about including social justice topics in school. Costa Rica as a whole could do better. It is hard, but we need to figure it out.

Views on social justice in Costa Rica (I.)

Interviewer: Is social justice something that is important in Costa Rican society?  Why do you say this?

Parent: Here in Costa Rica we have a problem. If people from San Jose, who are more white go to the Caribbean side then they treat us bad. If the blacker Caribbean’s come to San Jose we treat them bad. The country as a whole treats most Nicaraguans bad. We need to be more accepting of each other. We should teach our children these things so we can become a better country.

Views on social justice in Costa Rica (E.)

Interviewer: Is social justice something that is important in Costa Rican society?  Why do you say this?

Community Member: To some it is important. Costa Rica is really great about letting the Nicaraguans into our country to better their lives. They live here and do the jobs that most Costa Rican’s do not want to do. It helps them and us. We need the Nicaraguans to do those jobs.

Community Member's view on social justice (G.)

Interviewer: What does social justice mean to you?

Community Member: The majority of people stay in this community their own lives. It is important to teach them the basics of life. We teach the women to make things they can sell. We teach the men trades that will get them jobs. We teach the children reading, writing and math. It is important to teach them what they will need in life.

Community Member's opinion of other's views (G.)

Interviewer: What does the community think about the refugee camp?

Community Member: Costa Ricans think that Nicaraguans are not good people. If you ask Costa Ricans about La Carpio they say it is the most dangerous place in Costa Rica. The news used to say that a Nicaraguan has done this or that. It is getting better now. Now the news just says an immigrant has done this or that.

Interviewer: How do families / the community feel about social justice in education?

Community Member: The high school students have to compete for a place in the high school because La Carpio does not have their own high school. It is harder for our kids to pass the tests to get into high school because of the life in La Carpio. If our kids get into the high school then they are bullied because they are from La Carpio. We started a soccer team to help the students come together to learn sportsmanship.

# data[].attributes.body
San Francisco Elementary School (Heredia) Classroom environment support social justice

How does the classroom environment represent social justice in education?

Some classrooms in the school show signs of multicultural items. The church is represented in the school. The school has separate rooms for some special education classes, including home education where students learn the basic skills to take care of themselves at home. There is one handicap bathroom in the school and ramps throughout although the sidewalks are damaged and a wheelchair would be hard to handle in the school.
There were 2 religious statues at the front of the school. The teachers also lead the students in prayer before meals.

San Luis Elementary (Monteverde) Classroom environment support social justice

How does the classroom environment represent social justice in education?

The entrance to the school is not accessible for a wheelchair. The classrooms have open, circular seating. Students have one-on-one technology to learn English. Students are given freedom during presentation for flexible seating. Students were also allowed to pick their own songs for the presentation.

La Carpio Community (La Carpio) Classroom environment support social justice
The community of La Carpio is high in poverty from housing to all infrastructure. People live in high capacity in the housing.

How does the classroom environment represent social justice in education?

The community daycare/school is a single room with limited supplies. They use children's art work to decorate the walls or hand made posters. They use table seating for learning or circle time on the floor. All children are welcome to the community center.

Cloud Forest Elementary (Monteverde) Classroom environment support social justice

How does the classroom environment represent social justice in education?

Cloud Forest is a private school. 70% of the students that attend Cloud Forest are on financial aid. All students that attend Cloud Forest are enrolled in music, art, environmental science and physical education. Cloud Forest is the only school in Monteverde that offers a busing system for their students. Cloud Forest does not have any religious affiliation. Cloud Forest has a 50/50 split day model. Students spend 50% of their day in English speaking classes and 50% of the day in Spanish speaking classes. Students that have needs outside the typical are not segregated to their own classrooms. All students are kept in the same classroom and their needs are met without attention being highlighted.

# data[].attributes.body
Multicultural Posters

# data[].attributes.body
Multicultural posters

# data[].attributes.body
Religious Statue

# data[].attributes.body
Home education for special education

# data[].attributes.body
Circular seating in classroom

# data[].attributes.body
Optional seating during presentation

# data[].attributes.body
Table seating

# data[].attributes.body
Children's artwork

# data[].attributes.body
Circle Time

# data[].attributes.body
Views on social justice: 100% of the students interviewed did not have a clear understanding of what social justice would include.
Student's opinion of individual experiences in classroom:
100% of the students interviewed responded that it was dependent on the teacher and/or class on whether they felt represented in the classroom.

Both students gave examples of feeling more represented in the classroom by either teacher support or their own confidence.

Student's opinions of options of classes offered:
One student discussed the desire for more class options and the desire to come to the United States to study for added diversity.
Student's views of social justice in the classroom:
One student learns weekly about other cultures and agrees it is an important subject in school. Another student does not learn about other cultures and does not see the value of learning about other cultures.

# data[].attributes.body
Teacher's views on teaching social justice in the classroom.
Social justice in the classroom, as part of the curriculum is not taught on a regular basis in Costa Rica.
All teachers saw the value of teaching social justice topics, however some teachers were unable to teach topics due to curriculum restraints.
Some responses included:

We are told to teach only Costa Rican culture in the classroom. The students are Costa Rican so that is what they need to learn about. The government sends all lesson plans with no diversity but I add it where I can.

I use books about indigenous people of Costa Rica and other cultures to help the students in my English class have a better understanding of the world around them. We have done whole unit plans using multicultural literature.

possible reasoning-This teacher taught at a private school where the government does not decide on the curriculum.

Teacher's views on special education in Costa Rica.
Costa Rica's Ministry of Education (MEP) mandates that students with special needs be serviced in the schools. However, each individual school handles the special needs population differently. Some responses include deficit thinking for a certain population.
Some responses include:

All schools have to integrate handicap students and accommodate those students. However, it depends on the parents on whether those students go to school. Most of the time they stay home. Costa Rica does have several high schools for handicap students where they can learn a trade like homemaking. That is what those students need to learn. In our school we have the same type of classroom for handicap students. It is important to teach them the basic life skills so they can take care of themselves.

Significant designation means the student will have accommodated curriculum, and legal obligations based on student needs. For the student to receive a significant designation they have to have a diagnosis from a professional. Some public schools in Costa Rica have those and some do not. Our school does not. Our school will refer families to the professional they need, but if they cannot afford the visit then the student will not receive the diagnosis.

# data[].attributes.body
Classroom environment and curriculum support social justice:
Social justice in education is inconsistent in Costa Rica, seems be too based on teacher's opinions and is not government mandated. The items that are government mandated are not social justice related (religion in school and only Costa Rican cultural)

Used rarely in San Francisco Elementary as part of curriculum. 2 classrooms had multicultural posters. 2 religious statues were placed at the front of the school.

Multicultural items were not seen in San Luis Elementary as part of the environment.

Used sometimes in La Carpio as a means of humanitarian aid and support.

Used frequently in Cloud Forest school on a daily basis, by means of books, languages and class options.

possible reasoning-The majority of Cloud Forest teachers were educated in the United States., including their director.

# data[].attributes.headline
Data Analysis: Parent/Community member interview

# data[].attributes.subject
Data Analysis: Parent/Community member interview

# data[].attributes.body
Parent's view of student's social justice education:
100% of parents interviewed want their children to learn about social justice topics. Both parents said that all topics should be included in social justice education.
One response:

Yes, I love other cultures and I think it is important for my children to be taught about other cultures and to understand that people have different perspectives.

100% of parents realize the value of social justice education and the impact it would have on Costa Rican society.
One response:

She doesn’t learn anything about social justice topics in school, like about other cultures, but I think she should. We need to do better about teaching younger children to be more accepting of other cultures. We should teach our children these things so we can become a better country.

Parent/Community Member's views of social justice in Costa Rica:
All adults had mixed feelings about social justice in Costa Rica. Some responses include deficit thinking for certain population.
Some responses include:

To some it is important. Costa is really great about letting the Nicaraguans into our country to better their lives. They live here and do the jobs that most Costa Rican’s do not want to do.

Costa Rica as a whole could do better. It is hard, but we need to figure it out.

We need to be more accepting of each other.

We teach the women to make things they can sell. We teach the men trades that will get them jobs. We teach the children reading, writing and math. It is important to teach them what they will need in life.

# data[].attributes.headline
Kindergarten classroom at the Cloud Forest School

# data[].attributes.subject
Kindergarten classroom at the Cloud Forest School

# data[].attributes.body
There is a space provided (the table closest to the front) for students who needed a tactile experience while still being a part of the group.

# data[].attributes.body
Multicultural Books (7-11)

# data[].attributes.headline
Triangulating Data from Multiple Sources

# data[].attributes.subject
Triangulating Data from Multiple Sources

# data[].attributes.body
Student Responses:

Views on social justice: 100% of the students interviewed did not have a clear understanding of what social justice would include.
Student's opinion of individual experiences in classroom:
100% of the students interviewed responded that it was dependent on the teacher and/or class on whether they felt represented in the classroom.

Both students gave examples of feeling more represented in the classroom by either teacher support or their own confidence.

Student's opinions of options of classes offered:
One student discussed the desire for more class options and the desire to come to the United States to study for added diversity.
Student's views of social justice in the classroom:
One student learns weekly about other cultures and agrees it is an important subject in school. Another student does not learn about other cultures and does not see the value of learning about other cultures.

Teacher's/Administrators Reponses:

Teacher's views on teaching social justice in the classroom.
Social justice in the classroom, as part of the curriculum is not taught on a regular basis in Costa Rica.
All teachers saw the value of teaching social justice topics, however some teachers were unable to teach topics due to curriculum restraints.
Some responses included:

We are told to teach only Costa Rican culture in the classroom. The students are Costa Rican so that is what they need to learn about. The government sends all lesson plans with no diversity but I add it where I can.

I use books about indigenous people of Costa Rica and other cultures to help the students in my English class have a better understanding of the world around them. We have done whole unit plans using multicultural literature.

possible reasoning-This teacher taught at a private school where the government does not decide on the curriculum.

Teacher's views on special education in Costa Rica.
Costa Rica's Ministry of Education (MEP) mandates that students with special needs be serviced in the schools. However, each individual school handles the special needs population differently. Some responses include deficit thinking for a certain population.
Some responses include:

All schools have to integrate handicap students and accommodate those students. However, it depends on the parents on whether those students go to school. Most of the time they stay home. Costa Rica does have several high schools for handicap students where they can learn a trade like homemaking. That is what those students need to learn. In our school we have the same type of classroom for handicap students. It is important to teach them the basic life skills so they can take care of themselves.

Significant designation means the student will have accommodated curriculum, and legal obligations based on student needs. For the student to receive a significant designation they have to have a diagnosis from a professional. Some public schools in Costa Rica have those and some do not. Our school does not. Our school will refer families to the professional they need, but if they cannot afford the visit then the student will not receive the diagnosis.

Parent/Community Member Reponses:

Parent's view of student's social justice education:
100% of parents interviewed want their children to learn about social justice topics. Both parents said that all topics should be included in social justice education.
One response:

Yes, I love other cultures and I think it is important for my children to be taught about other cultures and to understand that people have different perspectives.

100% of parents realize the value of social justice education and the impact it would have on Costa Rican society.
One response:

She doesn’t learn anything about social justice topics in school, like about other cultures, but I think she should. We need to do better about teaching younger children to be more accepting of other cultures. We should teach our children these things so we can become a better country.

Parent/Community Member's views of social justice in Costa Rica:
All adults had mixed feelings about social justice in Costa Rica. Some responses include deficit thinking for certain population.
Some responses include:

To some it is important. Costa is really great about letting the Nicaraguans into our country to better their lives. They live here and do the jobs that most Costa Rican’s do not want to do.

Costa Rica as a whole could do better. It is hard, but we need to figure it out.

We need to be more accepting of each other.

We teach the women to make things they can sell. We teach the men trades that will get them jobs. We teach the children reading, writing and math. It is important to teach them what they will need in life.

Field/Observation Notes

Classroom environment and curriculum support social justice:
Social justice in education is inconsistent in Costa Rica, seems be too based on teacher's opinions and is not government mandated. The items that are government mandated are not social justice related (religion in school and only Costa Rican cultural)

Used rarely in San Francisco Elementary as part of curriculum. 2 classrooms had multicultural posters. 2 religious statues were placed at the front of the school.

Multicultural items were not seen in San Luis Elementary as part of the environment.

Used sometimes in La Carpio as a means of humanitarian aid and support.

Used frequently in Cloud Forest school on a daily basis, by means of books, languages and class options.

possible reasoning-The majority of Cloud Forest teachers were educated in the United States., including their director.

# data[].attributes.headline
Interpretation: Comparing Data from Different Sources

# data[].attributes.subject
Interpretation: Comparing Data from Different Sources

# data[].attributes.body
All parents desire their students to learn about social justice in the classroom. Every parent wanted all topics of social justice to be taught and were not selective based on religion, culture or upbringing. If I had not asked the parents I would have thought that the parents would not want social justice topics taught to their students based of the senstive nature of the topics.

If I would have observed and not interviewed students, teachers and community members I would have not had the personal perspectives of the individuals. If I would have only interviewed individuals I would not have seen the environments in the schools. Interviewing individuals gave me only a couple of people's perspectives and not the nation as a whole.

All the data used together gives me the full perspectives of all those effected by the lack of social justice in education in Costa Rica. Using all the data gives me a better understanding of how social justice education is implemented or not in Costa Rica.

# data[].attributes.body
What does social justice education look like in Costa Rican education?

Claim 1:
Social justice education is implemented inconsistently within Costa Rican education.

In interviews with educators I recieved varying respones. At San Francisco Elemenary (M.) responded that she tries to implement other cultures into her lesson, but is tied by the curriculum recieved from the Costa Rican government. At Cloud Forest school (L.) implements multicultural literature into lessons and unit plans through the school year. In my observations I observed some classrooms included posters with different races represented. On June 4, 2019 in my field notes I wrote that at San Francisco Elementary, a public school, there were religious statues in the front lobby of the school, but Cloud Forest, a private school, does not have any religious affliation. All schools are required by Costa Rican law to accommodate for the disabled population, but those services vary at each location. The students reponses varied. One student , (N.), recieved lessons on other cultures at a private school while the other, (F.), does not recieve lessons on other cultures at a public school, and did not see the importance of such a lesson.

Claim 2:
There are some current cultural biases.

100% of adults that were interviewed either spoke of cultural biases or had cultural biases to either certain ethnicity or disabilities. One parent, (I.) spoke about how several populations of Costa Rican's treat each other differently based on skin tone or where they live in Costa Rica. (I.) also desired for her student to be taught better so these thoughts would be changed. One community member, (G.) spoke of members of certain communities only having certain options for their future based on where they live. One student, (F.), spoke of how La Carpio was a dangerous place because the Nicaraguans live there.

Claim 3:
Change is slow.

It appears that the government is trying to make changes in the realm of social justice in Costa Rica.  The community is mixed on it's desire for change.  Outside of official interviews, through casual conversation with community members, views were expressed on both sides of the topic.  Some people saw a need for and had a desire for change, others did not.  In reviewing various articles it appears that attempts at change are being made. Small steps are being made.  The government is trying to effect change while still considering public opinion.

# data[].attributes.body
Heather's Answers:
The process for the research did not got go exactly as planned.

Did not get a chance to interview as many students, parents and community members as I would have liked.

Did not have as much individual time with interviewees as needed for the questions.

I was only able to speak to one adminstrator from Cloud Forest School.

I had to redo some interview questions for some interviewees.

I had to reask some question to a student and a community member. I did not realize I forgot to ask a question to one student about whether they learned about different cultures in class. I had to ask a community member more question than we had time for so I had to email her. I did not hear back, so we were lacking more information from her.

This study will benefit me as a teacher in the future. It will impact my future teaching practices.

I learned that my assumptions about what a teacher thinks parents want their students to learn may or may not be true. I need to learn about my students and their families. I will build a classroom community.

Social justice education has an impact on students, families and society and as such needs to be taught in the schools. If curriculum limits my future teaching then I will need to make policy changes.

I will not accept deficit thinking for any population of future students. I will have high expectations for my students.

I will support all my students through proper representation in and out of the classroom. This can be done by multicultural literature, revelant historical concepts, emotional suppports and individualized instruction.

This study has helped me understand how different cultures, schools and societies view social justice topics.

I learned that teachers are limited to curriculum in Costa Rica, just like they are in the United States.

I learned that the Costa Rican culture see social justice topics within the limits of what effects Costa Rica. I was reminded that the United States is very diverse therefore our social justice topics are more diverse.

Even though Costa Rica may be lacking in social justice topics in their schools, their students seem happy and more free from a systematic education.

Now that this study is complete I still wonder...

What social justice education looks like in other places around the world?

If I was to ask the same type of populations of people in the United States, would I receive similiar answers?

If I was to visit Costa Rica in 10 years would their social justice education be better?

Where will this study take me in my future research?

Jenifer's Answers

It was very interesting to talk to a variety of people and see their different perspectives.  Since we went into this topic with relatively little starting information the direction naturally changed as we learned more information.  There were people in my homes that I would have liked to ask more questions but they were not around at a good time as they were young adults busy starting their independent lives.  I think their input would have been an interesting take on the topic.

While conduction our article research what I was looking for changed as we discussed our interview results.  Some of the articles I first looked at did not seem as applicable once we started going deeper into the information.  There were also articles I pulled later that i would not have originally.  Also there are topics that came up in interviews that I would have like to have considered from the beginning but that falls into the category of you do not know what you do not know.

The information and ideas that were developed through this research showed me that while I was headed in the right direction there never seems to be and end to the development of social awareness in the classroom.  I think the best we can do is foster and interest in how people are different but yet the same in our students so they can grow this interest as they become members of society.

While it was not a first learned idea it was absolutely reenforced that kids are the same everywhere.  I was interested to see that the developmental stages also seem to hit about the same time for children everywhere.  Unfortunately this seemed to be true for the points where they seem to shut down and withdraw when life gets to be too much.

It was reenforced that schools do not have to have all the latest materials to be effective in reaching their students.  The bigger factor is building relationships with your students.  It does not matter where you or your students come from in order to make a connection.  While we all have different cultures from each other on a small or large scale we are all human and have the ability to connect with others.

Effective teachers are effective no matter their environment or materials.  The ability to engage students is a trait that does not rely on outside factors.

After visiting Costa Rica and observing how things were done in various schools I will be making a larger effort to include diversity in my classroom.  The everyday methods will not be highlighted.  I want them to just be a part of our classroom culture.  However if a discussion needs to be had because a particular topic comes up I will make a point to do so. The everyday methods will include getting to know the members of our classroom and school by having a person of the week.  This can be accomplished through interviews and making displays such as posters or exhibits based on the person.  Building diversity into everyday lessons will also be a focus.  An example of this would be to use people from around the world and get to know them as a regular person while studying inventors.

In researching this topic it became apparent that there is a disconnect between government initiatives  and what is actually happening in the schools and communities.  I am interested to see if and how these come together in the future.  There have been some fairly recent changes in government personnel.  It seems like these people are wanting to make changes but change takes time.  We have witnessed this with many topics in the US.

# data[].attributes.body
Alvarado, L. (2018, January 6). University of costa rica celebrates first graduation of students with down syndrome and intellectual disability.  The Costa Rica Star. Retrieved from https://news.co.cr/university- costa-rica-celebrates-first-graduation-students-syndrome-intellectual-disability/69703/

Alvarado, L. (2018, February 9). Several schools in costa rica unable to start classes due to sexual ed. controversy. The Costa Rica Star. Retrieved from https://news.co.cr/several-schools-costa-rica-unable-start-classes-due-sexual-ed-controversy/70495/

Areyls. (2019, June 6) Personal interview.

Bakke, L. (2019, June 4). Personal interview.

Campos-Saborío, N., Núñez-Rivas, H., Holst-Schumacher, I., Alfaro-Mora, F., & Chacón-Ruiz, B., (2018). Psychosocial and sociocultural characteristics of nicaraguan and costa rican students in the context of intercultural education in costa rica. Intercultural Education, 29(4), 450-469.

Cárdenas, F. (2019, June 2). Personal interview.

Eisler, D. (2019, June 4). Personal interview.

Isabel. (2019, June 7). Personal interview.

Marlena. (2019, May 24). Personal interview.

Nystrom, G. (2019, May 25). Personal interview.

Prosser, M. (2014). Social boundaries and cultural identity in costa rica: Implications for the well-being of nicaraguan immigrants. (Doctoral dissertation, University of Connecticut).

Recio, P. (2018, May 31).  60% of students in costa rica have been victims of bullying. El Nacion. Retrieved from https://www.nacion.com/el-pais/educacion/60-de-estudiantes-del-pais-han-sido-victimas-del/M6NRIEP6KRHYFJR6KEIJFWFEKA/story/

Slater, C., Gorosave, G., Cerdas, V., Rosabal, S., Torres, & N. & Briceno, F. (2017, January).  Educational leadership for social justice in costa rica and mexico. Journal of Educational Administration, 55(3), 151-164.

Víquez, E. (2019, May 24) Personal interview.

Víquez, N. (2019, May 24). Personal interview.

# data[].attributes.headline
Preschool classroom at the Cloud Forest School

# data[].attributes.subject
Preschool classroom at the Cloud Forest School

# data[].attributes.body
One of the classroom rules is taking care of each other and is written in both languages

# data[].attributes.body
Social justice efforts at the university level
In 2018 the University of Costa Rica graduated its first students in a program designed for students with Down Syndrome  The purpose of this program is to give students new opportunities for employment that they did not have before.  According to the Council of People with Disabilities this is an underserved community with less than of quarter of them currently employed.  (Alvarado, 2018, January)

Diversity addressed in an unexpected manner
As with all subjects teachers are provided with what to teach in sexual education. In an update that was made information about gender identity was added.  Parents who do not want their children in sexual education or religion classes are allowed to opt out. The Minister of Education stated "Our programs in all subjects seek to promote respect and conciliation, while establishing an opposition against discrimination and hate". (Alvarado, 2018, February)

Actions are stronger than words
While the Costa Rican Ministry of Public Education makes claims and policies in favor of diversity and cultural competence in their schools the outcome is often very different, especially for Nicaraguan students.  Nicaraguan students often do not perform as well as their Costa Rican peers.  They are also frequent victims of negative social behaviors.  While the national policies are all well and good the oversight at the local level of the implementation of said policies could be greatly improved. (Campos-Saborío, Núñez-Rivas, Holst-Schumacher, Alfaro-Mora, Chacón-Ruiz, 2018)

The struggle of keeping ties while building a new home
Many Nicaraguans living in Costs Rica find a way to blend the cultures of both countries.  This is despite the negativity they constantly face from native Costa Ricans.  A lack of desire or willingness to embrace the Nicaraguan people is evident by racial profiling by the police and the view of "La Carpio as a symbolic ‘garbage dump’ where Nicaraguans are to be kept away from the mainstream society".  There are also many negative myths about Nicaraguans that circulate in Costa Rica. (Prosser, 2014).

Bullying shows intolerance
Costa Rica is a leader in bulling rates in Latin America.  This bullying takes on all forms. Most of this harassment is happening within the schools.  These actions are overlooked by adults with in the schools.  This shows a culture of accepted intolerance.  This can only be changed by an enacted zero tolerance policy. (Recio, 2018)

Change is happening
There are schools in Costa Rica where social justice is a priority.  One way this is being accomplished is by helping students communicate and respect others that they are having difficulties with.  Teachers also get to know their students on a personal level which includes home visits.  There is also a relationship between the school and community.  The teachers believe that education is the way to a better life and social justice needs to be a part of that education. (Slater, Gorosave, Cerdas, Rosabal, Torres, Briceno, 2017)

The Mission and View of the Ministry of Education of Costa Rica regarding students with disablilities:
Mission:

The Department of Educational Support for Students with Disabilities is an instance of the Department of Curriculum Development of the Ministry of Public Education, which promotes inclusive education for people with disabilities in the Costa Rican educational system, through the provision of educational supports and from the collaborative work.

View:

The Department of Educational Support for Students with Disabilities will be a manager of inclusive education with people with disabilities and their families, in the national context with international projection and in collaboration with other public and private entities.

# data[].attributes.body
Social justice efforts at the university level
It seems the Costa Rican government is noticing that there are groups of students that have not been served as fully that they could have been.  From our interviews students with intellectual disabilities  have been seen as unable to hold down employment and have been taught homemaking skills as that is all they were expected to achieve.  This initiative signals a change to that thinking and a desire to help all students live a more satisfying life.

Diversity addressed in an unexpected manner
When we (Americans) discuss social justice in education we tend to mean meeting the needs of all students as well as how to help those who have been overlooked.  This approach to sexual education does discuss topics that have been addressed in recent media as we have come to expect.  I found it refreshing that the new policy also respected the wishes of those who do not want their children to participate in sexual education no matter the reason.  This respect also extends to religion classes.  This is something that is often overlooked.

Actions are stronger than words
While there may be policies in place that are meant to encourage social justice education the result of these policies are lacking.  These policies do not seem to be enforced.  Each teacher or school is left up to their own choice in how or if these policies are enacted. For example there is a large population of Nicaraguan students in Costa Rican schools but these students and their needs are often overlooked.  They are expected to adapt to Costa Rican ways and if not it is their problem.

The struggle of keeping ties while building a new home
Nicaraguan immigrants are the largest minority group in Costa Rica.  Despite or maybe because of this they also suffer a lot of discrimination.  This discrimination seems very similar to what minority group face in the US.  Despite this they manage to keep ties to their native culture while still embracing aspects of Costa Rican culture.  This is an effort that many Costa Ricans seem to overlook.

Bullying shows intolerance
The bulling rates in Costa Rica are staggering.  Many of the claims in this report were supported by statements made by those who were interviewed.  Bullying in and of itself is an expression of intolerance.  The fact that is common in schools show that there is an underlying culture of intolerance in many schools.  If adults are not teaching acceptance or worse teaching intolerance through inaction then there is little hope that they youth will learn it on their own.

Change is happening
Schools such as the one in this study give hope that the Costa Rican pattern of intolerantness is changing. This article in addition to some of the school visits we made show that there are adults looking to change attitudes of the next generation. If these schools continue on this path in conjunction with some new policies being made by the Ministry of Public Education the likelihood is that this attitude will spread.