Social Justice Pedagogy Across the Curriculum

The Practice of Freedom

Edited by Thandeka K. Chapman, Nikola Hobbel

© 2010 – Routledge

326 pages

Purchasing Options:
Paperback: 9780415806046
pub: 2010-03-30
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Hardback: 9780415806008
pub: 2010-03-30
US Dollars$160.00
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e–Inspection Copy

About the Book

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.

  • Part one details the history of the multicultural movement and the instantiation of public schooling as a social justice project.
  • Part two connects theoretical frameworks to social justice curricula. Parts I and II are general to all K-12 classrooms.
  • Part three provides powerful specific subject-area examples of good practice, including English as a Second Language and Special/ Exceptional Education

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.

Table of Contents

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

Author t/b/d

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

Afterword

Ira Shor, CUNY Graduate Center

About the Editors

Thandeka K. Chapman is Associate Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Milwaukee.

Nikola Hobbel is Associate Professor of English Education, Humboldt State University.

About the Series

Language, Culture, and Teaching Series

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.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General