Toward What Justice

Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities.

Author: Eve Tuck

Publisher:

ISBN: 9781138205710

Category: Education

Page: 158

View: 196

Toward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities. Their chapters, written boldly and pressing directly into the difficult and even strained questions of justice, reflect on the contingencies and incongruences at work when considering what justice wants and requires. At its heart, Toward What Justice? is a book about justice projects, and the incommensurable investments that social justice projects can make. It is a must-have volume for scholars and students working at the intersection of education and Indigenous studies, critical disability studies, climate change research, queer studies, and more.

Toward What Justice

justice. Said another way, we should not think that slavery is what drives our demands for abolition. ... To this end, we have playfully considered how we might create a notation for the “toward” of justice. This playfulness of thought ...

Author: Eve Tuck

Publisher: Routledge

ISBN: 1351240919

Category: Education

Page: 158

View: 348

Toward What Justice? brings together compelling ideas from a wide range of intellectual traditions in education to discuss corresponding and sometimes competing definitions of justice. Leading scholars articulate new ideas and challenge entrenched views of what justice means when considered from the perspectives of diverse communities. Their chapters, written boldly and pressing directly into the difficult and even strained questions of justice, reflect on the contingencies and incongruences at work when considering what justice wants and requires. At its heart, Toward What Justice? is a book about justice projects, and the incommensurable investments that social justice projects can make. It is a must-have volume for scholars and students working at the intersection of education and Indigenous studies, critical disability studies, climate change research, queer studies, and more.

Linguistic Justice on Campus

Gonzales, L. and Butler, J. (2020) Working toward social justice through multilingualism, multimodality, accessibility in writing classrooms. https://compositionforum.com/issue/44/embracing.php and Composition Forum 44.

Author: Brooke R. Schreiber

Publisher: Multilingual Matters

ISBN: 1788929519

Category: Language Arts & Disciplines

Page: 319

View: 286

This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions. The chapters are split across three thematic sections: translingual and anti-discriminatory pedagogy and practices; professional development and administrative work; and advocacy in the writing center. The book offers practice-based examples which aim to counter linguistic racism and promote language pluralism in and out of classrooms, including: teacher training, creating pedagogical spaces for multilingual students to negotiate language standards, and enacting anti-racist and translingual pedagogies across disciplines and in writing centers.

Research Methods for Social Justice and Equity in Education

Using intersectionality responsibly: Toward critical epistemology, structural analysis, and social justice activism. Journal of Counseling Psychology, 64(5), 500–513. https://doi.org/10.1037/cou0000203 Moraga, C., & Anzaldúa, G. (Eds.).

Author: Kamden K. Strunk

Publisher: Springer

ISBN: 3030059006

Category: Education

Page: 308

View: 842

This textbook presents an integrative approach to thinking about research methods for social justice. In today's education landscape, there is a growing interest in scholar-activism and ways of doing research that advances educational equity. This text provides a foundational overview of important theoretical and philosophical issues specific to this kind of work in Section I. In Section II, readers engage with various ways of thinking about, collecting, and analyzing data, including qualitative, quantitative, and mixed methods approaches. Finally, in Section III, through case studies and research narratives, readers will learn about real scholars and their work. This book takes a wide-ranging approach to ways that various modalities and practices of research can contribute to an equity mission.

Creating a Home in Schools

Beginning and ending with Black suffering: A meditation on and against racial justice in education. In E. Tuck & K. W. Yang (Eds.), Toward what justice? Describing diverse dreams of justice in education (pp. 29–46). Routledge.

Author: Francisco Rios

Publisher: Teachers College Press

ISBN: 0807765260

Category: Education

Page: 224

View: 314

"Finding Home in Schools is primarily written to those readers who are BITOC as they negotiate and navigate the teaching profession, from pathway programs, to teacher education, and into the teaching profession. Along with academic concepts that assist those readers in making sense of their own experiences, it provides loving advice to those BITOC readers in the hopes that this will sustain them into and through the teaching profession"--

Marking the Invisible

Beginning and ending with black suffering: A meditation on and against racial justice in education. In E. Tuck, K.W.Yang (Eds.), Toward what justice? Describing diverse dreams of justice in education (pp. 29–46).

Author: Andrea M. Hawkman

Publisher: IAP

ISBN: 1641139951

Category: Social Science

Page: 794

View: 702

Substantial research has been put forth calling for the field of social studies education to engage in work dealing with the influence of race and racism within education and society (Branch, 2003; Chandler, 2015; Chandler & Hawley, 2017; Husband, 2010; King & Chandler, 2016; Ladson-Billings, 2003; Ooka Pang, Rivera & Gillette, 1998). Previous contributions have examined the presence and influence of race/ism within the field of social studies teaching and research (e.g. Chandler, 2015, Chandler & Hawley, 2017; Ladson-Billings, 2003; Woyshner & Bohan, 2012). In order to challenge the presence of racism within social studies, research must attend to the control that whiteness and white supremacy maintain within the field. This edited volume builds from these previous works to take on whiteness and white supremacy directly in social studies education. In Marking the “Invisible”, editors assemble original contributions from scholars working to expose whiteness and disrupt white supremacy in the field of social studies education. We argue for an articulation of whiteness within the field of social studies education in pursuit of directly challenging its influences on teaching, learning, and research. Across 27 chapters, authors call out the strategies deployed by white supremacy and acknowledge the depths by which it is used to control, manipulate, confine, and define identities, communities, citizenships, and historical narratives. This edited volume promotes the reshaping of social studies education to: support the histories, experiences, and lives of Students and Teachers of Color, challenge settler colonialism and color-evasiveness, develop racial literacy, and promote justice-oriented teaching and learning. Praise for Marking the “Invisible” "As the theorization of race and racism continues to gain traction in social studies education, this volume offers a much-needed foundational grounding for the field. From the foreword to the epilogue, Marking the “Invisible” foregrounds conversations of whiteness in notions of supremacy, dominance, and rage. The chapters offer an opportunity for social studies educators to position critical theories of race such as critical race theory, intersectionality, and settler colonialism at the forefront of critical examinations of whiteness. Any social studies educator -researcher concerned with the theorization or teaching of race should engage with this text in their work." Christopher L. Busey, University of Florida

Mindfulness in Multicultural Education

In E. Tuck, & W. Yang (Eds.), Toward what justice? Describing diverse dreams of justice in education (pp. 101–112). Routledge. Plum Village. (2021, September 29) Sister Chan Khong. https://plumvillage.org/about/sister-chankhong/ Proulx, ...

Author: Kathryn Esther McIntosh

Publisher: Taylor & Francis

ISBN: 1000632059

Category: Education

Page: 238

View: 777

Grounded in critical race feminism, this book explores mindfulness as an empowering approach in multicultural education. The author explores how learners of multicultural education—by (re)centering the body through mindfulness with concrete strategies and scaffolded practice—can be empowered to handle the activated emotions and deep self-inquiry that come with the work of social justice, liberation, and anti-racism. This book includes counter stories of students of colors and offers both an epistemological and a curricular approach to mindfulness in multicultural education, including discussion of theory and key principles in addition to ten modules with practices to engage learners. These modules can be directly applied as the basis for curricular changes in teacher education and university-wide social justice courses, or they can be independently read by learners interested in enhancing their wellbeing and social justice. Written for teacher preparation and university social justice courses, this book encourages educators to contextualize their mindfulness practice within a critique of systems of oppression and ask questions about how mindfulness can empower action towards a more just society.

Race Justice and Activism in Literacy Instruction

Necessary disruptions: Examining justice, engagement, and humanizing approaches to teaching and teacher education. TeachingWorks Working Papers, 1–23. ... Toward what justice? Describing diverse dreams of justice in education.

Author: Valerie Kinloch

Publisher:

ISBN: 0807763217

Category:

Page: 240

View: 808

This volume brings together respected scholars to examine the intersections of race, justice, and activism in direct relation to the teaching and learning of critical literacy. The authors focus on literacy praxis that reflect how students--with the loving, critical support of teachers and teacher educators--engage in resistance work and collaborate for social change. Each chapter theorizes how students and adults initiate and/or participate in important justice work, how their engagements are situated within a critical literacy lens, and what their engagements look like in schools and communities. The authors also explore the importance of this work in the context of current sociopolitical developments, including police shootings, deportations, and persistent educational inequities. Book Features: The most recent work of both emerging and well-known literacy and social justice scholars. Examples of student activism across multiple geographic contexts in the United States. Accessible questions to help guide discussions related to the overall topics, theories, and methods. Artifacts, such as images and artwork, from students and educators to allow readers multiple ways of entering the text.

Dismantling Constructs of Whiteness in Higher Education

Knowledge Justice: Disrupting Library and Information Studies Through Critical Race Theory. ... Tu , Eve, and K. Wayne Yang, K. W. “Introduction: Born Under the Rising Sign of Social Justice.” In Toward What Justice?

Author: Teresa Y. Neely

Publisher: Taylor & Francis

ISBN: 1000646572

Category: Education

Page: 301

View: 700

This book offers counternarratives from People of Color engaged in varied departments, faculties, and institutions in higher education to interrogate and challenge the construct of whiteness as an ideological form reproduced across campuses throughout the US. Documenting individuals’ lived experiences, the text uses narratives, personal stories, and autoethnographic approaches to explore how social and racial injustices manifest themselves at both a macro- and micro-level through structures and ideologies of whiteness, as well as personal and group interactions. Divided into four valuable parts, the book offers re-conceptualizations of racial diversity in higher education, and further explores identity politics within the academy to ultimately posit that a varied approach is necessary to combat the equally varied ideological forms of whiteness. This text will benefit scholars, academics, and students in the fields of higher education, race and ethnicity studies, and academic librarianship more broadly. Those involved with the multicultural education, education policy and politics, and equality and human rights in general will also benefit from this volume.

Helping to Promote Social Justice

Multicultural social justice group psychotherapy training: Curriculum development and pilot. Training and Education in Professional ... In E. Tuck & K. W. Yang (Eds.), Toward what justice? Describing diverse dreams of justice in ...

Author: Debra A. Harkins

Publisher: Routledge

ISBN: 1000408450

Category: Psychology

Page: 214

View: 252

Helping to Promote Social Justice is a richly informed and practical guide for advanced students and young professionals to become helpers capable of promoting social justice with whomever they collaborate with, mentor, serve and consult. Filled with insight and supplemental exercises, the book will direct readers to think critically and reflect on the broader social and political systems that create our current social injustices. Beginning with a strong theoretical focus on power, social identity and intersectionality, the authors engage with readers’ assumptions on helping, their value systems and their understandings of power and privilege when helping communities in need. The rest of the book focuses on the application of these critical concepts, guiding future helpers to consider how to intervene, assess need, lead, build a team, address conflict and work to promote change from a position of social justice. Written by academic faculty with expertise in teaching, coaching and consulting, Helping to Promote Social Justice should be considered essential reading for students in social work, psychology and counselling.