What knowledge and tools do pre- and in-service educators need to teach for and about social justice across the curriculum in K-12 classrooms?
This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms.
Social Justice Pedagogy Across the Curriculum includes highlighted 'Points of Inquiry' and 'Points of Praxi's sections offering recommendations to teachers and researchers and activities, resources, and suggested readings. These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities.
Relevant for any course that addresses history, theory, or practice of multicultural/social justice education, this text is ideal for classes that are not subject-level specific and serve a host of students from various backgrounds.
Preface: How to Use this Book
Thandeka K. Chapman & Nikola Hobbel
Part I. History of Social Justice Education
Chapter 1. Historical Foundations of Social Justice Education
Carl Grant-University of Wisconsin-Madison
Chapter 2. Social Justice Education as an Outgrowth of Multicultural Education
Geneva Gay, University of Washington, Seattle
Chapter 3. Federal Education Policy and Social Justice Education
Christine Sleeter-California State University-Monterey Bay
Part II. Theoretical Orientations to Social Justice
Chapter 4. Critical Theory as Social Justice Pedagogy
Bekisizwe Ndimande-University of Illinois-Urbana-Champaign
Chapter 5. "I kinda keep it as real as I can be. so that they can see the world, how it really is":
Black feminist and social justice pedagogy
Adrienne D. Dixson,The Ohio State University and Jamila Smith-The Ohio State University
Chapter 6. Critical Race Theory as Social Justice Pedagogy
Garrett Albert Duncan, Washington University
Chapter 7. Queer Theories and Social Justice Pedagogies
Lisa Loutzenheise, University of British Columbia
Chapter 8. Critical Multiculturalism as Social Justice Pedagogy
Richard Ruiz, University of Arizona
Chapter 9. Poststructuralism as Social Justice Pedagogy
Jennifer Gore, Robert J. Parkes & Wendy Amosa-University of Newcastle-Australia
Chapter 10. Indigenous Epistemologies and Social Justice Pedagogy
Bryan McKinley Jones Brayboy, Alabama State University and Teresa L. McCarty-Arizona State University
Part III. Research-based Applications of Social Justice Education
Chapter 11. Arts Education
Patty Yancey-Humboldt State University
Chapter 12. Writing in Academic Genres: Is Social Justice a Learning Outcome?
Nikola Hobbel and Thandeka K. Chapman
Chapter 13. Fame Not Required: Writing, Poetry, Literacy and Social Justice
Korina Jocson, Stanford University
Chapter 14. Reinventing Freire: Mathematics Education for Social Transformation
Eric Gutstein, University of Illinois, Chicago
Chapter 15. The Development of Science Curricular Materials through the Lens of Social Justice: Research Findings on Novice Teachers
Mary M. Atwater, University of Georgia and Regina L. Suriel- University of Georgia, Athens
Chapter 16. Doc Your Bloc: Critical Media Inquiry as Social Studies Education for Social Justice
David Stovall-University of Illinois-Chicago and Daniel Morales-Doyle, Little Village High School, Chicago
Chapter 17. Exceptional Education
Chapter 18. World Languages and ESL.
Raquel Oxford, University of Wisconsin, Milwaukee
Chapter 19. Conclusion: Work Still to be Done
Thandeka K. Chapman & Nikola Hobbel
Ira Shor, CUNY Graduate Center
This series of texts for undergraduate- and graduate-level teacher education courses focuses on the intersections of language, culture, and teaching – specifically on how language and culture inform classroom practice. Books in the series are intended as primary or supplementary texts in the growing range of courses that address issues such as, but not limited to, foundations of multicultural education; multicultural children’s literature; teaching diverse populations; foundations of bilingual education; teaching English as a second language; and sociocultural issues in teaching.
The primary objectives of the series are to challenge traditional biases about diversity and about students of diverse languages and cultures, and to reframe the conventional idea of the textbook by envisioning classroom practice as critical, creative, and liberatory.