This book explores tensions between critical social justice and what the author terms white justice as fairness in public commemoration of Minnesota’s US-Dakota War of 1862. First, the book examines a regional white public pedagogy demanding “objectivity” and “balance” in teaching-and-learning activities with the purpose of promoting fairness toward white settlers and the extermination campaign they once carried out against Dakota people. The book then explores the dilemmas this public pedagogy created for a group of majority-white college students co-authoring a traveling museum exhibit on the war during its 2012 sesquicentennial. Through close analyses of interviews, field notes, and course artifacts, this volume unpacks the racial politics that drive white justice as fairness, revealing a myriad of ways this common sense of justice resists critical social justice education, foremost by teaching citizens to suspend moral judgment toward symbolic white ancestors and their role in a history of genocide.

What does it mean to teach for social justice? Drawing on his own classroom experiences, leading author and educator Kevin K. Kumashiro examines various aspects of anti-oppressive teaching and learning and their implications for six different subject areas and various grade levels. Celebrating 20 years as a go-to resource for K-12 teachers and teacher educators, this 4th edition of the bestselling Against Common Sense: Teaching and Learning Toward Social Justice features: • An expanded introduction that examines teaching in today’s context of censorship and attacks on diversity, democracy, and teaching truth; • New sections on teacher preparation, social studies, reading and writing, and the arts; • Updated lists of resources in every chapter; • Graphics, teacher responses, and discussion questions to enhance comprehension and help translate theory into practice across the disciplines. Compelling and accessible, the 4th edition of Against Common Sense continues to offer readers the tools they need to begin teaching against their commonsensical assumptions and toward democracy and justice.

Science is undergoing an identity crisis! A renown psychologist and biologist diagnoses our age of wishful, magical thinking and blasts out a clarion call for a return to reason and the search for objective knowledge and truth. Fans of Matt Ridley and Nicholas Wade will adore this trenchant meditation and call to action. Science is in trouble. Real questions in desperate need of answers—especially those surrounding ethnicity, gender, climate change, and almost anything related to ‘health and safety’—are swiftly buckling to the fiery societal demands of what ought to be rather than what is. These foregone conclusions may be comforting, but each capitulation to modernity’s whims threatens the integrity of scientific inquiry. Can true, fact-based discovery be redeemed? In Science in an Age of Unreason, legendary professor of psychology and biology, John Staddon, unveils the identity crisis afflicting today’s scientific community, and provides an actionable path to recovery. With intellectual depth and literary flair, Staddon answers pressing questions, including: Is science, especially the science of evolution, a religion? Can ethics be derived from science at all? How sound is social science, particularly surrounding today’s most controversial topics? How can passions be separated from facts? Informed by decades of expertise, Science in an Age of Unreason is a clarion call to rebirth academia as a beacon of reason and truth in a society demanding its unconditional submission.

This volume collects Christine Sleeter’s core work focusing on critical multicultural education, situating culture and identity within an analysis of power and racism. Multicultural education arose in the context of the Civil Rights Movement and, in its inception, shared with that movement a focus on eradicating both interpersonal and systemic racism. The problem this book takes up is that, over time, many people have come to understand and enact multicultural education in ways that evade grappling directly with racism. This dilution has happened for several reasons, including White teachers’ rearticulations of multicultural education as “getting along” or learning to be colorblind and neoliberal reforms that have reduced it to a celebration of cultural diversity while maintaining silence about racism. This volume includes ten of SleeterÕs articles that explicitly locate multicultural education within critical understandings of race, racism, and colonialism, offering both theoretical and practical discussions of what that means. “A deeply researched, contextualized, and nuanced account of multicultural education.” —H. Richard Milner IV, Vanderbilt University “This beautiful and intersectional volume needs to be required reading in every school of education.” —Robin DiAngelo, coauthor of Is Everyone Really Equal? “This book is an important intervention on the side of racial justice in education” —Wayne Au, editor, Rethinking Schools

In 1935, W.E.B. Du Bois asked, "Does the Negro need separate schools?" His stunning query spoke to the erasure of cultural relevancy in the classroom and to reassurances given to White supremacy through curricula and pedagogy. Two decades later, as the Supreme Court ordered public schools to desegregate, educators still overlooked the intimations of his question. This book reflects upon the role K-12 education has played in enabling America's enduring racial tensions. Combining historical analysis, personal experience, and a theoretical exploration of critical race pedagogy, this book calls for placing race at the center of the pedagogical mission.

This handbook explores mindfulness philosophy and practice as it functions in today’s socioeconomic, cultural, and political landscape. Chapters discuss the many ways in which classic concepts and practices of mindfulness clash, converge, and influence modern theories and methods, and vice versa. Experts across many disciplines address the secularization and commercialization of Buddhist concepts, the medicalizing of mindfulness in therapies, and progressive uses of mindfulness in education. The book addresses the rise of the, “mindfulness movement”, and the core concerns behind the critiques of the growing popularity of mindfulness. It covers a range of dichotomies, such as traditional versus modern, religious versus secular, and commodification versus critical thought and probes beyond the East/West binary to larger questions of economics, philosophy, ethics, and, ultimately, meaning. Featured topics include: A compilation of Buddhist meditative practices. Selling mindfulness and the marketing of mindful products. A meta-critique of mindfulness critiques - from McMindfulness to critical mindfulness Mindfulness-based interventions in clinical psychology and neuroscience. Corporate mindfulness and usage in the workplace. Community-engaged mindfulness and its role in social justice. The Handbook of Mindfulness is a must-have resource for clinical psychologists, complementary and alternative medicine professionals/practitioners, neuroscientists, and educational and business/management leaders and policymakers as well as related mental health, medical, and educational professionals/practitioners.

The SoJo Journal: Educational Foundations and Social Justice Education is an international peer-reviewed journal of educational foundations. The Department of Educational Leadership at California State University, East Bay, whose mission is to prepare and influence bold, socially responsible leaders who will transform the world of schooling, hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy?analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal education. The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international, Foundations of Education journal. For instance, three of the leading journal in Education Foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it will bring together scholars and practitioners from disciplines outside of Educational Foundations, who are equally committed to social change and promoting equity and social justice inside and outside of K?16 schools.

College students are now regarded as consumers, not students, and nowhere is the growth and exploitation of the university more obvious than in the realm of college sports, where the evidence is in the stadiums built with corporate money, and the crowded sporting events sponsored by large conglomerates. The contributors to Sport and the Neoliberal University examine how intercollegiate athletics became a contested terrain of public/private interests. They look at college sports from economic, social, legal, and cultural perspectives to cut through popular mythologies regarding intercollegiate athletics and to advocate for increased clarity about what is going on at a variety of campuses with regard to athletics. Focusing on current issues, including the NCAA, Title IX, recruitment of high school athletes, and the Penn State scandal, among others, Sport and the Neoliberal University shows the different ways institutions, individuals, and corporations are interacting with university athletics in ways that are profoundly shaped by neoliberal ideologies.

With this book Henry A. Giroux argues that insurrection has become a dominant motif for the USA and other countries torn between the promises and ideals of democracy and an emergent authoritarianism. He argues that education is central to the idea of insurrection, showing how on the one hand it contributes to an insurrectional authoritarianism, wedded to a fascist legacy that calls for racial purity, militarism, ultra-nationalism, and state terrorism. On the other hand he presents the idea of insurrectional democracy which has a long legacy in the battle for racial justice, economic equality, and a politics of inclusion. The book explores how both positions are motivated by specific visions, values, and particular understandings of education and agency. He also shows how powerful images, social media, and the internet are in merging political education, power, and cultural politics. Giroux makes an impassioned call for an insurrectional democracy that makes education central to politics and produces an anti-capitalist consciousness as the basis for developing a mass movement in defence of a radical democracy.