This book presents narratives of eminent social justice educators, which provide a window into why these educators have made it their mission to educate for attainment of social justice; it succinctly defines what social justice education is and what it is not. Eleven nationally and internationally eminent narratives of social justice educators, namely, Beverly Daniel Tatum, Sonia Nieto, Kevin Kumashiro, Valerie Ooka Pang, Teresita Aguilar, Gaille Canella, Christine Sleeter, Julie Andrzejewski, Norma Bailey, Kent Koppelman, and Cathy Pohan, are featured. Racial, gender, socio-economic class, and sexuality diversity of the social justice educators enriches the book by providing multidimensional perspectives on the impact of social positioning in choosing to educate for social justice. Chapter One, “Introduction to Social Justice Educators,” provides an in-depth introduction to the social justice educators who are featured in the book. It delineates reasons they were selected to participate in the study of narratives for social justice educators. This chapter highlights diverse paths that contributed to the participants engaging in social justice education and outlines all their contributions to social justice education. Chapter Two, “Personal Influence,” describes the participants’ personal influences and how formative years of interacting with family members and peers contributed in shaping their identities as social justice educators. In addition, this chapter examines how their varied racial, gender, and sexuality identities served to prepare them for their profession. Chapter Three, “Professional Influence,” offers a window into the participants’ professional life influences on their choice to work toward social justice education. The educators discuss the impact of individual teachers and professors, the field in which they work and exposure to specific curriculum and readings that served to ignite their interest in educating for social justice. Chapter Four, “ Impact of Social and Historical Events,” explores the influence of social and historical events had in the evolution of social justice educators. Such events compelled social justice educators to critically reflect on their roles in society and the importance of engaging in social justice activism through their work. Chapter Five, “ Reasons for Standing Firm,” focuses on reasons that keep social justice educators holding firm to their convictions of social justice education and teaching for social change. It explores the role of spirituality and their sense of commitment. Chapter Six , “Epilogue,” offers a synthesis of the experiences of social justice educators, implications for teacher education programs, and lessons that can be gleaned from their narratives. Stories from the social justice educators provide theoretical and pedagogical frameworks for teaching about social justice issues in education. Each chapter concludes with lessons that can be gleaned from the narratives and applied when working with students.​

This book documents how preservice and inservice English teachers negotiate the transfer of the social justice pedagogies they learn in university methods classes to their own work as beginning full-time teachers. Based on a set of teacher narratives, this critical and evidence-based view of English teachers' interpretations of, responses to, and embodiments of social justice explores the complex shifts and concessions that English teachers often make when transitioning between preservice and inservice spaces - shifts which cause teachers to embrace and negotiate a social justice agenda in their classrooms, or for some, to modify, or even abandon it altogether. This work also offers a fresh perspective on the specific, context-dependent pathways and mechanisms through which English teachers enter school culture and respond to their own racial, sexual, and financial positions in relation to the gendered, raced, and classed positions of their schools, students, and classrooms. The book will be useful to social justice researchers, English teacher educators, inservice and preservice teachers, policymakers, cross-disciplinary teacher education fields, and interdisciplinary audiences, particularly in the fields of anthropology, sociology of education, philosophy, and cultural studies.

Narratives of South Asian and South Asian American Social Justice Educators carries the voices of faculty in higher education. Caught between the stereotypes of the model minority and invisibleness, the authors narrate their triumphs, trials and tribulations as social justice educators in US teacher education and in allied fields. Their autoethnography-based narratives substantiate that a racial America is far from over. Stemming from their experiences in classrooms and in the community, the authors offer usable strategies to educators and administrators, with the objective of creating a socially just society.

Focuses on Black women’s experiences and expertise in order to advance educational philosophy and provide practical tools for social justice pedagogy. Black Women and Social Justice Education explores Black women’s experiences and expertise in teaching and learning about justice in a range of formal and informal educational settings. Linking historical accounts with groundbreaking contributions by new and rising leaders in the field, it examines, evaluates, establishes, and reinforces Black women’s commitment to social justice in education at all levels. Authors offer resource guides, personal reflections, bibliographies, and best practices for broad use and reference in communities, schools, universities, and nonprofit organizations. Collectively, their work promises to further enrich social justice education (SJE)—a critical pedagogy that combines intersectionality and human rights perspectives—and to deepen our understanding of the impact of SJE innovations on the humanities, social sciences, higher education, school development, and the broader professional world. This volume expands discussions of academic institutions and the communities they were built to serve. “This is an exciting and engaging text that provides invaluable insights and strategies used by Black women as they engage in their justice work. These strategies will be helpful for diversity trainers, social justice educators, administrators, and anyone interested in resisting oppression and furthering social justice goals in higher education.” — Sabrina Ross, coeditor of Beyond Retention: Cultivating Spaces of Equity, Justice, and Fairness for Women of Color in U.S. Higher Education “Uplifting, powerful, and inspirational.” — Tara L. Parker, coauthor of The State of Developmental Education: Higher Education and Public Policy Priorities

Social justice and leadership education are inextricably linked. In order to move social justice forward, we need to develop leaders with knowledge, skills, and values to engage effectively in the leadership process. We need socially just leaders now more than ever. At a time when our elected and appointed officials agree on very little, our communities are divided and distrustful of one another, and individual citizens struggle for fairness in the face of discrimination, society is at a crossroad. In one direction lies the reproduction of oppression and marginalization, continued distrust, and further fragmentation. In the other, a route toward healing, compassion, and fairness. How then do we prepare our leaders of tomorrow to walk the path of justice rather than take the road to ruin? Changing the dominant narratives in society involves preparing skilled social critics and knowledgeable advocates for positive and sustainable change through education. However, when leadership education fails to consider social justice issues, or when social justice education omits leadership learning, both fall short of their goals. This texts links issues of social justice, equity, and equality, to leadership knowledge, skills, and values, with the intent of offering theoretical, practical, and policy recommendations to improve the work of educators charged with preparing undergraduates for the complexities of leadership in all its forms. Collectively, the contributors inform much needed practices and pedagogies toward socially just leadership education. No single one of us can change the narrative alone, but together, we can amplify the voices of those leading toward justice. The perspectives offered here are but a sample of the work being done to make the future a brighter place for all. We invite you to be part of the conversation.

The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.

ASCD Bestseller! Baruti K. Kafele offers 50 timely and important questions on equity and social justice education for educators to reflect on and discuss. How do you ensure that no student is invisible in your classroom? How do you make the distinction between equity as the vehicle versus equity as the goal for each of your students? What measures do you take to ensure that you are growing as a culturally relevant practitioner? Can your students, particularly your Black students, articulate, beyond emotional reactions, the injustices that surround them? The foregoing are not trick questions. Rather, they are those that best-selling author Baruti K. Kafele poses and on which he suggests you deeply reflect as a teacher of Black students. The Equity & Social Justice Education 50 will help you understand the importance of having an equity mindset when teaching students generally and when teaching Black students in particular. It defines social justice education and sheds light on the issues and challenges that Black people face, as well as the successes they've achieved, providing you with a pathway to infusing social justice education into your lesson plans. And along the way, Kafele reveals personal experiences from his distant and recent pasts to highlight how important it is that your Black students see themselves in all aspects of education every day. You, the teacher, play a critical role in your students' success. The questions that Kafele asks in this book will help enhance your own understanding of race, systemic racism, and racial justice and guide you in developing strategies and lessons that speak to Black students in ways that truly support their achievement.

Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.

There is growing pressure on teachers and faculty to understand and adopt best practices to work with diverse races, cultures, and languages in modern classrooms. Establishing sound pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners and help their learners to become successful global citizens. The Handbook of Research on Diversity and Social Justice in Higher Education is a cutting-edge research book that examines cross-cultural perspectives, challenges, and opportunities pertaining to advancing diversity and social justice in higher education. Furthermore, the book explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge through appropriate diversity education models as well as effective social justice practices. Highlighting a range of topics such as cultural taxation, intercultural engagement, and teacher preparation, this book is essential for teachers, faculty, academicians, researchers, administrators, policymakers, and students.

The COVID-19 pandemic outbreak has affected the entire globe and various countries worldwide have faced educational crises that entailed the re-organization of educational institutions for coping with the complex reality. On the international level, exposure to administrative and pedagogical organization constitutes part of a global culture that allows learning from the experience of other educational institutions. Some of the educational institutions consider the crisis an unprecedented opportunity for the promotion of pedagogical processes. Conversely, others are more cautious and deliberate about the implications of the crisis for social aspects, e.g. social equality and justice, as well as for personal aspects. The proposed book aims to shed light on the way a faculty of education has been organized in this reality of crisis. The anthology of the book chapters enables readers to become aware of generic challenges and ways of coping in compliance with the education programs offered by the faculty.