Literature is an institution per se, as is justice, and these two institutions enact each other in complex ways. Justice appears in many forms from divine right and religious ordainment to metaphysical imperative and natural law, to national jurisdiction, social order, human rights, and civil disobedience. What is just and right has varied in time and place, in war and peace. A sense of justice appears inextricable from human concerns of ethics and morals. Literature includes a vast range of writing from holy texts to banned books. Parts of literature, particularly in the past, have laid down the law. In more recent history, literature has gradually assumed radical roles of critique, subversion, and transformation of the existing law and order, in contents, themes, language, and form. Literature’s Critique, Subversion, and Transformation of Justice offers a selection of research that examines how various types of literature and arts give shape and significance to ideas of justice in various fields.

This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "taboo" in the classroom in ways that support students’ lived experiences. In times when teachers are scapegoated for adopting culturally sustaining teaching practices and are pressured to "whitewash" the curriculum, it becomes more challenging to create an environment where students and teachers can have conversations about complex, uncomfortable topics in the classroom. With contributions from scholars and K-12 teachers who have used young adult literature to engage with their students, chapters confront this issue and focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, linguicism, and gender identity. Using approaches grounded in socioemotional learning, trauma-informed practices, and historical and racial literacy, this text explores the ways in which books with complicated themes can interact positively with students’ own lives and perspectives. Ideal for courses on ELA and literature instruction, this book provides a fresh set of perspectives and methods for approaching and engaging with difficult topics. As young adult literature that addresses difficult subjects is more liable to be considered "controversial" to teach, teachers will benefit from the additional guidance this volume provides, so that they can effectively reach the very students these themes address.

Female Power and Religious Change in the Medieval Near East engages with two levels of scholarly discussion that are all too often dealt with separately in modern scholarship: the Islamization of the Near East and the place of women in pre-modern Near Eastern societies. It outlines how these two lines of inquiry can and should be read in an integrative manner. Major historical themes such as conversion to Islam, Islamization, religious violence, and the regulation of Muslim/non-Muslim ties are addressed and reframed by attending to the relatively hidden, yet highly meaningful, role that women played throughout this period. This book is about the history of Islam from the perspective of female social agents. It argues that irrespective of their religious affiliation, women possessed crucial means for affecting or hindering religious changes, not only in the form of religious conversion, but also in the adoption of practices and the delineation of communal boundaries. Its focus on the role and significance of female power in moments of religious change within family households offers a historical angle that has hitherto been relatively absent from modern scholarship. Rather than locating signs of female autonomy or authority in the political, intellectual, religious, or economic spheres, Female Power and Religious Change in the Medieval Near East is concerned with the capacity of women to affect religious communal affiliations thanks to their kinship ties.

Postcolonial Literatures of Climate Change investigates the evolving nature of postcolonial literatures and criticism in response to the global, regional, and local environmental transformations brought about by anthropogenic climate change.

All teachers face challenges—from the daunting and unexpected, like teaching during a pandemic, to nagging doubts about daily interactions and teaching practices. If there were ever a time for sharing teacher personal and professional breakthroughs—the ways teachers have successfully and courageously turned a corner—that time is now. In this collection of compelling narratives, high school and college teachers show us how they have taken on issues such as faculty and student relationships; struggles over personal identity in the classroom; joys and complexities of working with emergent bilinguals, basic writers, and first-year college students; and the forever question of how to engage students. This is a book about breaking rules, caring about students, navigating systems, and taking chances. It’s an uplifting journey and along the way, teachers do what they always do: They share the reading and writing assignments that have worked for them during the best and worst of times. The matchless part, however, is teacher wisdom. Where would we be without it? Book Features: Brings together narratives by veteran teachers who describe recognizable challenges and what happens when new understandings trump old ways of doing things.Provides ideas for teaching that arise from the breakthroughs of college, community college, and secondary teachers and are applicable to all grade levels.Celebrates teachers—their voices and practices, their intelligent and empathetic approaches to solving problems and making change.Illustrates the transformative power of writing about breakthroughs and encourages all teachers to share their stories. Includes an appendix with sample materials for school and writing group leaders who want to initiate similar breakthrough projects for teachers.

Building and expanding upon the prior edition of Essentials of Health Justice, the new second edition of this unparalleled text explores the historical, structural, and legal underpinnings of racial, ethnic, gender-based, and ableist inequities in health, and provides a framework for students to consider how and why health inequity is tied to the ways that laws are structured and enforced. Additionally, it offers analysis of potential solutions and posits how law may be used as a tool to remedy health injustice. Written for a wide, interdisciplinary audience of students and scholars in public health, medicine, and law, as well as other health professions, this accessible text discusses both the systems and policies that influence health and explores opportunities to advocate for legal and policy change by public health practitioners and policymakers, physicians, health care professionals, lawyers, and lay people.

Via a wide range of case studies, this book examines new forms of resistance to social injustices in contemporary Western societies. Resistance requires agency, and agency is grounded in notions of the subject and subjectivity. How do people make sense of their subjectivity as they are constructed and reconstructed within relations of power? What kinds of subjectivities are needed to struggle against forms of dominance and claim recognition? The participants in the case studies are challenging forms of dominance and subordination grounded in class, race, culture, nationality, sexuality, religion, age, disability and other forms of social division. It is a premise of this book that new and/or reconstructed forms of subjectivity are required to challenge social relations of subordination and domination. Thus, the transformation of subjectivity as well as the restructuring of oppressive power relations is necessary to achieve social justice. By examining the construction of subjectivity of particular groups through an intersectional lens, the book aims to contribute to theoretical accounts of how subjects are constituted and how they can develop a critical distance from their positioning.

A comprehensive guide to service-learning for social justice written by an international panel of experts The Wiley International Handbook of Service-Learning for Social Justice offers a review of recent trends in social justice that have been, until recently, marginalized in the field of service-learning. The authors offer a guide for establishing and nurturing social justice in a variety of service-learning programs, and show that incorporating the principles of social justice in service-learning can empower communities to resist and disrupt oppressive power structures, and work for solidarity with host and partner communities. With contributions from an international panel of experts, the Handbook contains a critique of the field’s roots in charity; a review of the problematization of Whitenormativity, paired with the bolstering of diverse voices and perspectives; and information on the embrace of emotional elements including tension, ambiguity, and discomfort. This important resource: Considers the role of the community in service-learning and other community‐engaged models of education and practice Explores the necessity of disruption and dissonance in service-learning Discusses a number of targeted issues that often arise in service-learning contexts Offers a practical guide to establishing and nurturing social justice at the heart of an international service-learning program Written for advanced undergraduate students, graduate students, scholars, and educators, The Wiley International Handbook of Service-Learning for Social Justice highlights social justice as a conflict‐ridden struggle against inequality, xenophobia, and oppression, and offers practical suggestions for incorporating service-learning programs in various arenas.

The schools of divinity and law at the University of Chicago sponsored a three-day conference (no date cited) to explore the relationship of mercy to justice in systems of criminal justice. A glaring context of the discussion was the massive expansion of the US prison system since the 1970s, calling into question the fundamental purpose of the criminal justice system. Some of the 12 papers consider case studies, such as domestic violence, sentencing, and international law. Others look at approaches to the question, among them political theology, phenomenological, and social ethics.