The work presented in this volume attests to the innovative and successful educational alternatives designed and implemented by Catholic religious groups to improve educational, career, and life outcomes for urban children, adolescents, and adults placed at risk. These efforts have helped thousands of urban citizens break away from the chains of poverty and poor academic preparation to succeed in high school and beyond and secure a place of meaning and influence in adult society. In this volume, we examine the contributions of networks of schools, such as NativityMiguel and Cristo Rey schools in the U.S. and Canada and Fe y Alegría based in South America and operating in multiple countries, as well as more local initiatives. There is much to be learned from these initiatives that can improve urban education and this edited volume provides this opportunity to educators, planners, funders, and others who are inclined to invest in effective urban education. The perspectives taken in these chapters include current approaches to critical race theory, faith perspectives that promote justice, and the building of social capital and resilience to succeed academically despite considerable adversity associated with economic poverty. The chapters included here explore educational structures that communicate high expectations for student and teacher performance and provide individualized instruction, caring mentoring, and support beyond graduation in order to help develop men and women of confidence, skill, leadership, and integrity and ensure high levels of success in a world that tends to exclude them more than welcome them. Praise for Responding to the Call for Educational Justice: "One of the most unheralded, unreported and underappreciated initiatives in education are Catholic schools that are transforming the way that young people are taught. If you have never heard the words 'Cristo Rey,' 'Nativity/Miguel' or 'Fe y Alegria,' prepare to be amazed and delighted by this thorough study of the great benefits these creative and exciting schools bring to us." ~ James Martin, SJ Author of “Jesus: A Pilgrimage” and “The Jesuit Guide” "During these very troubling times within the Church and the larger society, we need critical voices that are unapologetically committed to eradicating the ideologies and structures of inequality within urban education, yet also speak of hope and possibility. In this very timely volume, Fenzel and Wyttenbach eloquently compile an insightful set of readings that courageously respond to our deep human yearning for freedom and offer us glimpses into a more just and loving world." ~ Antonia Darder, PhD Leavey Endowed Chair of Ethics and Moral Leadership Loyola Marymount University, Los Angeles

Transforming Teacher Education for Social Justice offers teacher educators a new way to think about the development of culturally responsive educators. The authors identify the core components needed to restructure and reorient programs of teacher education to adequately prepare new teachers for the racially, culturally, and linguistically diverse communities they will serve upon graduation. They propose a new model of teacher preparation that capitalizes on the strengths of programs evidencing important outcomes. Chapters address the notion of situated learning embedded in communities, the need for extensive clinical experience in authentic teaching situations, strategies for interweaving theory, content, pedagogy, and classroom practice, the importance of student engagement and motivation, and the implementation of critical service learning. Key policy implications of this model are also discussed within the current landscape of teacher education reform. The book features: a specific approach for realizing the promise of culturally responsive teaching; a flexible model for a community-engaged leader preparation that is accessible for a variey of university and community settings; compelling data on student learning outcomes based on university/school/community collaboration as evidence of eliminating the acheivement gap.

The Handbook of Social Justice Interventions in Education features interventions in social justice within education and leadership, from early years to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments—organizations, programs, classrooms, communities, etc. Robust, dynamic, and emergent theory-informed applications in real-world places make known the applied knowledge base in social justice, and its empirical, ideological, and advocacy orientations. A multiplicity of social justice-oriented lenses, policies, strategies, and tools is represented in this Handbook, along with qualitative and quantitative methodologies. Alternative and conventional approaches alike advance knowledge and educational and social utility. To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools. Part III (education) covers undergraduate and graduate education and preservice teacher programs, classrooms, and curricula, in addition to teacher and student leadership in schools. Part IV (leadership) features educational leadership and higher education leadership domains, from organizational change efforts to preservice leader preparation programs, classrooms, etc. Part V (comparative) offers interventions and explorations of societies, cultures, and nations. Assembling this unique material in one place by a leading cast will enable readers easy access to the latest research-informed interventionist practices on a timely topic. They can build on this work that takes the promise of social justice to the next level for changing global learning environments and workplaces.

To embrace today’s culturally and linguistically diverse secondary English Language Arts (ELA) classrooms, this text presents ways in which teachers can use digital tools in the service of antiracist teaching and developing equity-oriented mindsets in teaching and learning. Addressing how the use of digital tools and literacy practices can be woven into current ELA curricula, and with consistent sections, each chapter covers a different aspect of digital tool use, including multimodal texts, critical media literacies, connection-building, and digital composing. Understanding that no classroom is a monolith, Barnes and Marlatt’s timely text presents practical applications and resources suitable for different environments, including urban and rural contexts. The volume is essential reading in courses on ELA/literacy methods and multicultural education.

Introduction: The promise of politics and pedagogy / Michael A. Peters and Gert Biesta -- Deconstruction, justice, and the vocation of education / Gert Biesta -- Derrida as a profound humanist / Michael A. Peters -- Derrida, Nietzsche, and the return to the subject / Michael A. Peters -- From critique to deconstruction : Derrida as a critical philosopher / Gert Biesta -- Education after deconstruction : between event and invention / Gert Biesta -- The university and the future of the humanities / Michael A. Peters -- Welcome! postscript on hospitality, cosmopolitanism, and the other / Michael A. Peters.

This book expands understanding of cosmopolitan education that has the potentialto cultivate deliberative pedagogical encounters in universities. The authorsargue that cosmopolitan education in itself is an act of engaging with strangeness,otherness, difference and inclusion/exclusion. What follows is the engenderingof inclusive human encounters in which freedom and rationality – guidedby co-operative, co-existential and oppositional acts of resistance – can be exercised.The chapters centre around the enactment of universal hospitality, unconditionalengagement, difference, intercultural learning, democratic justice andopenness to develop a robust and reflexive defence of cosmopolitan education.This book will appeal to scholars of cosmopolitan education as well as democraticand inclusive education.

This engaging edited collection highlights key discussions around educational inequity and related structures and sub-structures. Featuring a diverse array of contributors, Social Justice Education in Canada balances important knowledge, learning practices, and possibilities emanating from and embedded in anti-racist and anti-oppressive education with instructive, grounding examples. The text confronts the idea of social justice as an abstract concept, discussing suggestions for rethinking educational systems and making changes that will benefit the learning lives of all students. With the aim to critically expand the emerging and increasingly active debates in this important area of educational and social development, this volume strives to collectively deepen our understanding and appreciation for critical social justice education. Organized into 14 chapters and featuring an epilogue written by Dr. Edward Shizha, the book critically deals with contemporary topical issues in education, including readings on cultural, racial, religious, Indigenous, language, socio-economic, citizenship, disability/ableism, and immigrant/refugee status realities and their interwoven learning and teaching intersections. This text is an essential resource for undergraduate and graduate students of education across Canada. FEATURES: - Designed to spark discussions and debates, each chapter closes with discussion questions to encourage critical reflection - Contributors move beyond the theoretical with actionable, practical applications for critical social justice that can be utilized by educators and teacher educators - Intersecting topical diversity is at the forefront of this volume, which features contributors from different backgrounds and communities critically engaging with issues pertinent to social justice and equity in education

Justice is the act of giving back, restoring, or making something right. Everyone in politics is in the justice business in one form or another. Pursuits of Justice is a collection of speeches and writings completed during the course of Dave Bradley's eight-year tenure in the Arizona State House of Representatives. These writings represent Bradley's thoughts during his elective career. They are not meant to be a broad, sweeping treatise on public policy or political philosophy. Instead, Bradley hopes others may find his writings interesting and helpful in developing their own political thoughts and aspirations. About the Author Dave Bradley lives in Tucson, Arizona with his wife, Debbie D'Amore and daughter, Brooke. He has three grown sons, Brian, Nathan, and Sean, and five grandchildren. He has been a member of the Arizona State Legislature for the last eight years having received numerous awards for his advocacy of children and families during his legislative career. Dave is the Chief Executive Officer of La Paloma Family Services, Inc., a nonprofit child welfare agency. A Navy veteran, he has been working in child welfare and mental health services for over thirty years, practicing as a mental health practitioner and administrator in southern Arizona. He holds degrees in management, psychology, and counseling and is often asked to speak to various groups about these topics, as well as legislative issues confronting the State of Arizona. Bradley is the author of Management by Essay, a compilation of essays written to his staff over a ten-year period of time. Praise for Pursuits of Justice "David Bradley is both a poet and prophet. Pursuits of Justice is a clear window into modern-day political affairs, a brilliant collection of essays that offer us profound insight into our government and the people who make decisions for all of us. This book speaks the truth, not just about how things are, but more importantly, how things could be." --Congresswoman Gabrielle Giffords