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The article discusses the Citizen Rhetor Project, a curriculum developed by teachers at a private school in Dallas, Texas, to enhance students' capacity to participate in difficult conversations. The project focuses on cultivating students' voice and empathy by engaging them in the American public conversation about social justice issues and empowering them to speak up and advocate for others.

The article explores the importance of diversity and social justice in children's literature, focusing on the advocacy efforts of librarians like Augusta Baker and Charlemae Hill Rollins. It discusses the lack of representation in children's books and the impact it has on readers, emphasizing the need for diverse books, diverse reviewers, and cultural competence in reviewing and promoting literature for young readers.

The article examines the ways in which history of higher education (HE) instructors worked through the lens of social justice to make history relevant for graduate students outside of the history discipline using data from a survey of HE and student affairs (HESA) programs in the U.S. Topics include the number of HESA programs in the U.S., the importance of the strong social justice emphasis within HESA programs to HE history, and the principles of social justice education (SJE) pedagogy.

Introduction: APA's 2017 Multicultural Guidelines ask teachers to integrate diversity, equity, and inclusion (DEI) across the psychology curriculum. Statement of the Problem: However, there are few resources outlining best practices for DEI instruction outside of diversity/multicultural courses. Moreover, instructors for skill-based courses such as Psychological Research Methods may view DEI as beyond their scope. Literature Review: Building on the agentive pedagogical theories of Freire, Kegan and Stetsenko, I aim to outline the importance of integrating DEI into research methods courses and identify seven accessible ways in which to do so. Teaching Implications: Teachers will find a comprehensive review of the theory and research related to seven DEI teaching practices: (1) Diverse Representation/Visibility, (2) Modeling Inclusive Language/Practices, (3) Addressing Social Issues and Inequities, (4) Broadening the Applied Topical Scope, (5) Meaning-Making, (6) Teaching from a Strengths-Based Perspective, and (7) Promoting Students' Agency. Conclusion: Diversity, equity, and inclusion research methods courses can provide students with a clear model of inclusive practices, opportunities to develop sociorelational skills, and the tools to agentively contribute to social justice research. [ABSTRACT FROM AUTHOR]

This paper inquires into a practical logic of what can be called socially just education in late modern societies, based on a reexamination of critical pedagogy, and clarifies the boundary-crossing nature of this education and the dilemmas that it inevitably entails. The discussion first addresses and reexamines certain oppositional arguments made by the most influential authorities of critical pedagogy, Michael Apple and Henry Giroux, to discern the directionality for a practical logic of socially just education. Second, to underpin the theoretical considerations, the paper refers to Nancy Fraser's concepts of social justice--the politics of recognition, redistribution, and representation--and, by reinterpreting the politics of redistribution based on the theory of cultural capital of Pierre Bourdieu, seeks to construct the vital part of a practical logic of socially just education in late modernity. To complement this model, the paper invokes Gert Biesta's discussion of how schools should teach democracy. Last is an overview of the dilemmas that must be faced when attempting to put socially just education into practice in the late modern era, along with proposed guidelines for tackling these dilemmas. [ABSTRACT FROM AUTHOR]

This qualitative case study examined how a class of fifth graders developed critical consciousness through critical literacy and social studies education. Activities in the class centred upon discussions of social justice-oriented texts. Findings revealed that when students engaged in texts dealing with social justice issues, they were able to take a critical stance on them. Based on the contextualized understanding of the texts, counternarratives and society, the students expanded their critical conversations about issues of power and privilege, especially white privilege. Critical literacy helped them internalize democratic values and civic virtues. Ultimately, this study provided a venue for children to increase agency and develop critical sociopolitical awareness as justice-oriented citizens who seek equity in our society. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the influence of one sociocultural foundations class taught by Florence, a teacher educator, on the perspectives and practices of two physical education preservice teachers (PTs), Michael and Bob. Within a narrative inquiry approach, data sources were nonparticipant observation, intraviews, conversations, exit slips, digital interactions, responses to three fictional physical education teaching scenarios, a fictional curriculum outline, three stimulated recall interviews, documents, and various forms of visual data. Theoretical thematic analysis was employed to work with and make sense of the data. Findings indicated that both PTs faced frustration and discomfort during class. Nevertheless, the class resonated and raised the PTs' critical awareness of sociocultural issues related to physical education. Key reasons for the apparent success of the class were the deinstitutionalizing pedagogical methods employed by Florence and Florence's "problem-posing" education which prompted the PTs to question their perspectives and assumptions about society and culture. [ABSTRACT FROM AUTHOR]

Objectives: Many scholars and educators have written about how to approach teaching about social identities, diversity, and societal inequity in classrooms and beyond. The current article adds to this literature by considering the developmental trajectories of individuals as they engage in learning opportunities about identities, diversity, and equity. Results: This article details the specific aspects of knowledge that are essential to develop cultural competence and critical consciousness as well as a sequence in which they should be acquired. Conclusions: Previous models emphasize progressive movement toward more advanced levels, but this article explains how motivation can explain movement and stalling in development. Furthermore, it analyzes the cognitive and motivational antecedents of resistance to diversity learning opportunities. The article concludes with implications for teaching and future directions for research. [ABSTRACT FROM AUTHOR]

This study presents the perspectives and pedagogical practices of teachers who self-identify as social justice educators. Interviews with these social justice educators, who teach in large, diverse, metropolitan school districts, show that they create equitable spaces for their students. An analysis of the interview data concerning their beliefs and the ways that they describe their engagement with culturally and linguistically diverse learners showed that the practices of these social justice educators center students' perspectives, propose culturally sustaining choices, provide access to multicultural resources, and offer a space for counternarratives and revisionism in their classrooms. [ABSTRACT FROM AUTHOR]

The questions explored in this article highlight the insights girls of colour gained through participation in a community-based organization's core course centreing examinations of power and oppression. Given that the experiences of girls of colour are often essentialized, this study highlights how their varied socio-political realities influence how they utilize curriculum and pedagogy that employs an intersectional lens to make sense of the oppressive ideologies, systems, and structures that impact the material conditions of their lives. The thoughts and perspectives shared by the girls in this study demonstrate how a curriculum that facilitates access to terminology focussed on systems of power and oppression helps them to name, understand, and draw connections to their identities and lived experiences. The girls' reflections also attest to the transformations and coalitional thinking cultivated through opportunities to engage with the diverse perspectives shared through their individual and collective narratives about their experiences with institutional, interpersonal, and internalized oppression. The knowledge and validation the girls received from their peers and faculty members strengthened their ability to critique and confront social injustice in their daily lives. [ABSTRACT FROM AUTHOR]

In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students' agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize racial micropolitical literacy to analyze how teachers identify context-specific reproductions of whiteness and interlocking systems of oppression while learning to politically confront, navigate, and transform race and power through daily, embodied, and interactional practices. Through video recordings, ethnographic field notes, and interview data, I apply this framework to document the day-to-day practices of an Asian American teacher co-constructing student transformational resistance within a southeast Los Angeles, California public middle school. My analysis reveals that the teacher: (1) used critical artifacts to reconstruct carceral conditions of schooling into communal learning spaces of solidarity and activism, (2) engaged students in everyday dialogue about racism, power, and just possibilities, and (3) subverted scripted curricula by drawing on students and his own counternarratives as resources for sociopolitical learning. These practices were improvisationally leveraged on the day of a US national student-led walkout to expand multiple opportunities for politically marginalized Latinx students to organize collective action against gun violence. Offering a more intergenerational and intersectional lens of resistance and social change, I provide implications for eradicating oppressive schooling conditions that constrain the potential of students and teachers of Color as movement-makers and civic leaders in daily classroom life. [ABSTRACT FROM AUTHOR]

This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more response-active social justice curricula and pedagogy. The concept of nested-time informs our diffractive narrative as we engage with our experiences and becomings in a non-linear and collaborative way. We use the concept of shared responsibility as an intermezzo to memories of discomfort, emotions of guilt, self-doubt, messiness, frustration, and complexity and the way these might help us to think and act differently. The diffractive memory-stories thus create possibilities for response-activeness as we imagine new responses and actions against social injustices and sufferings in our classrooms and in our communities. [ABSTRACT FROM AUTHOR]

Turkey is currently home to the world's largest refugee population, with more than 3.7 million Syrians and around 322,000 refugees and asylum-seekers of other nationalities under international protection. Situated in a theory of teacher education for social justice, the current study aims to illustrate the lessons and insights that teacher educators, who are critically engaged in preparing teachers to teach immigrant and refugee students, offer in reimagining preservice teacher education to prepare prospective teachers to teach all students, including refugee children. The study employed phenomenological research to investigate the perspectives and the lived experiences of 18 teacher educators who were purposefully selected through criterion, maximum variation, and snowball sampling strategies. The data were collected through semi-structured in-depth interviews with the participants. The findings revealed three key issues for a socially just teacher education system: "who should teach: teacher educator identities", "teacher education curriculum and pedagogy", and "contexts, structures, and collaborators in teacher education". As a letter to educational stakeholders in general and to teacher educators specifically, the present study issues a call to action to revisit our roles and rethink the education of massive numbers of refugee students in Turkey and around the globe to advocate for and enact social justice in and through teacher education. [ABSTRACT FROM AUTHOR]

As institutions of knowledge and innovation, colleges and universities have a responsibility to prepare students to lead in a world impacted by climate change. While sustainability and climate change have been increasingly addressed on campuses, several aspects of typical climate change education, such as the use of fear appeals, and crisis narratives, have served to disempower and disengage students from the issue. Evidence suggests that incorporating justice-oriented concepts and pedagogies may help students build the skills and confidence to engage in complex social concerns. This qualitative study sought to understand the ways in which an undergraduate environmental justice course at the University of Michigan might contribute to students' sense of self-efficacy for climate change action. Findings indicated that teaching from a justice perspective supported students' understanding of root causes, the need for collective action, and their empathy for others. Self-efficacy for climate action was most apparent when students were (1) confident in a particular skill set and (2) when the scale of the problem matched their ability to address it. This supported prior evidence that environmental justice can serve as a critical pedagogical approach for encouraging engagement and empowerment in climate action. [ABSTRACT FROM AUTHOR]

Purpose: Social justice is a foundational social work value, but social work education continues to experience ongoing challenges with how to teach students to embody social justice values. The aim of this scoping review is to map empirical studies on teaching methods that translate social justice value into teachable curricula. Methods: Following Arksey and O'Malley's scoping review framework, we conducted a rigorous process in which we screened 5953 studies and included a final sample of 35 studies. Results: Our findings identified seven main teaching approaches: intergroup dialogue, online asynchronized discussion board, simulation and role play, group work and presentation, written reflection, community-engaged learning, and social action-oriented learning. In terms of competency development, most of the studies focused on awareness and knowledge versus skill-building. Most teaching methods emphasized students' affective experiences during the social justice learning activities. Discussion: Challenges, lessons learned, and future recommendations of each teaching method are presented. [ABSTRACT FROM AUTHOR]

Early adolescence is a dynamic stage for the development of critical consciousness, yet there are few resources focused on social justice education (SJE) in the middle grades. This article shares the findings from a study that investigated the experiences of three social justice educators as they engaged in SJE with young adolescents (YAs). We offer three key lessons associated with teaching SJE in the middle grades: (a) YAs are primed for SJ learning, (b) SJE can cultivate a learner-centered classroom community, and (c) SJE brings teacher positionality to the forefront. Subsequently, we identify instructional challenges associated with teaching SJE in the middle grades and share some of the ways in which the teachers in this study navigated these challenges. [ABSTRACT FROM AUTHOR]

Middle grades students across the U.S. are learning about citizenship both explicitly and overtly through the hidden curriculum, which, in the majority of schools, promotes passive compliant citizenship. Culturally and developmentally responsive teaching in the middle grades, however, necessitates active authentic learning that engages the emerging criticality and sense of justice of young adolescents. For this reason, social justice education (SJE) is an especially promising responsive pedagogy for the middle grades. This study investigates the impact of a social justice project designed to promote justice-oriented views of citizenship on middle grades student perceptions of “good citizenship”. Findings indicate shifts in student perceptions of good citizenship toward more participatory and justice-oriented views of citizenship as well as increased critical consciousness. In addition, the findings indicate two new themes in student perceptions: (a) good citizens work together and (b) good citizens sometimes have to defy norms for justice. We close with a critical analysis of the findings and implications for responsive justice-oriented teaching and scholarship.

South Africa's transition from apartheid to a democratic dispensation has been viewed with admiration the world over, while the 1996 Constitution has been hailed as one of the most progressive and has served as a model for many other constitutions. The Truth and Reconciliation Commission, intended to heal the divisions of the past and bring an end to racial tensions, has set an example for other transitional countries. Yet nearly three decades after the advent of democracy, racial tensions continue to dominate the society and are, in fact, deteriorating. This essay asks why this is the case. It first argues that the creation of a just and equal society is central to eliminating racial polarization. It then examines the efficacy of judicial and legislative efforts to address the issue of racial polarization. It concludes that, although judicial measures are necessary to address specific incidences of racial tension and transgression, social justice education is a more effective solution to address polarization in South Africa. [ABSTRACT FROM AUTHOR]

In the wake of Hurricane Maria and in response to the negligent inefficiency of the local and federal governments, community groups and collectives, grassroots organizations, and activists of multiple causes began organizing under the principles of mutual aid and solidarity in Puerto Rico. One of these is the Colectivo Casco Urbano de Cayey (CCUC), a community organization comprised of local activists and community leaders, undergraduate students, and a professor. This essay brings together four members of the collective in a dialogue where they reflect on the central role of solidarity in the CCUC's organizing and projects and the ways solidarity operates as a praxis of self-determination in the face of neoliberal austerity measures in Puerto Rico. We also highlight the relational work that was done prior to establishing the CCUC that enabled its creation. We also discuss how we negotiate our collaborative relationship across difference through critical dialogue and reflection, the challenges that arise because of our colonial subjectivities, and the ways we circumvent colonial logics through other ways of being and relating anchored in solidarity and interdependence. [ABSTRACT FROM AUTHOR]

In this paper, I explore how teaching can be an act of activism; a way of hacking the neoliberal university. In doing so, I draw on our experiences with the course "Resistance, Power and Movements." I argue that activist teaching not only involves teaching about issues related to social justice and resistance, but also engaged, horizontal teaching methods, as well as self-reflection. This implies a process of double contention. On the one hand, the course resists the outcome-oriented university that we work in by focusing on learning as a process and a form of reflection. On the other hand, the lecturers of the course seek to equip students with tools and knowledge to not only understand social change, but also become part of it. [ABSTRACT FROM AUTHOR]

Literacy research highlights a need to explore the way literacy is used in the classroom and how current practices engage students with aspects of humanity and social justice. This doctoral research took place as a classroom inquiry that examined the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizens. From a constant stance of reflexivity, this teacher researcher recalls a dynamic eighth-grade language arts classroom as they engaged with multicultural books and real-life events, before and during a pandemic. This paper focuses on select themes and subthemes emerging from pedagogical practices used in the classroom throughout the study. Notions of time, space, place, and identity detail an intentional and purposeful pedagogy as learners interacted with literacy within and beyond their classroom community.

This essay documents the lessons learned from the transition to teaching research methods courses and advising EdD doctoral students online due to the COVID-19 pandemic. This discussion is set against the backdrop of developing a new fully online EdD Program in educational leadership for social justice at the institution, wherein the online transition due to COVID-19 offered an opportunity to assess effective pedagogy, student community and engagement, and workload expectations. In our analysis of the transition to teaching online, we applied Hammond’s (2020) framework, which highlights design elements that promote agency for independent learning. We overlay the realities of teaching and advising adult students who are working full-time and managing home-life responsibilities in addition to pursuing their EdD degree. Unresolved questions and future directions for the culturally responsive and socially just online Education Doctorate are explored.

This interview-based study examines how justice-oriented K-12 administrators and teachers in Iowa make sense of the recent state-level education policy, H.F. 802. Synthesizing literature on Critical Policy Analysis and epistemic justice, we introduce Critical Epistemic Policy Analysis to understand the micro-level impact of divisive education legislation on efforts to create just and inclusive schools. Findings highlight a sociopolitical terrain with ambivalent and shallow equity commitments, deteriorating support for equity work in schools, and a need to grapple with questions of divisiveness and solidarity in justice-oriented educational activism. [ABSTRACT FROM AUTHOR]

Challenges associated with teaching and assessing writing are widespread in higher education. The adverse effects of failing to meet traditionally held standards for writing are felt disproportionately by students of color, as well as first-generation and low-income students. This reality presents challenges and opportunities for social work educators who seek to advance the representation of these groups within the profession, while ensuring that students graduate with the writing skills necessary for effective practice. In this paper, the authors reflect on data and faculty experiences collected from one undergraduate writing workshop that was implemented in order to provide students with additional writing instruction and feedback while integrating principles of social justice education. Lessons learned include the importance of opportunities for practice and feedback within dominant models of written expression while simultaneously facilitating critical reflection and dialogue around writing expectations among faculty and students. Code-switching is advanced as a potential framework to advance these efforts. [ABSTRACT FROM AUTHOR]

Sport management programs are disproportionately represented by students and faculty who possess multiple advantaged identities. This trend is indicative of the broader sport industry, which is troublesome given sports' prominent role in conversations around racial injustice and inequity during the past century. It is incumbent on sport management educators to equip our students to recognize their role in and productively contribute to such conversations. Thus, this manuscript issues a call to action for sport management educators to utilize and build upon Nixon's Coin Model of Privilege and Critical Allyship to understand, address, and normalize discourse around inequity, privilege, and oppression in their pedagogical approaches to education. [ABSTRACT FROM AUTHOR]

This article draws on environmental justice frameworks located in urban planning (Agyeman et al., 2002; Pellow, 2007) and critical place inquiry (Tuck & McKenzie, 2014) to focus on the relationship between green building curriculum, career and technical education, and climate justice. Green building—a rapidly growing field within the architecture, planning, and design fields—seeks to mitigate the consequences of climate change by reducing the built environment's impact on the natural world. Green building involves technical learning and is often carried out by credentialed professionals. We thus ask, how do we advance climate justice through green building curricula? We draw insights from a green building education program from a Career and Technical Education classroom to discuss the need to engage high school students' knowledge about the connectivity between their communities and green building plans. We identify the consideration of erasure and futurities in green building curricular efforts, youth as co-planners and co-designers, and organizational learning and change as central to reimagining responses to ecological precarity in justice oriented-ways. [ABSTRACT FROM AUTHOR]

This paper explores the teaching practice of norms and equality in an upper secondary school in Sweden focusing on affective dimensions. The teaching and the affective qualities engendered were explored empirically and theoretically with a specific focus on engagements. Inspired by feminist posthumanism, a relational ontology was used to embrace affective dimensions as generative intensities. Using a collaborative ethnography methodology the analysis traces affective qualities within the teaching practice informed by theoretical notions of tensions and choreographies. The analysis shows how the practice of teaching is moulded with affective qualities such as safety, uncertainty, distress, troubles, silences – altogether part of enacting different modes of engagements. This foregrounds how ambiguous engagement unfolds in the teaching of norms and equality. In the concluding remarks, the messiness of affective qualities are discussed highlighting engagement in terms of collective disruptions and inviting a critical and creative sensibility. [ABSTRACT FROM AUTHOR]