This book offers easily implemented strategies for use with
secondary and undergraduate students to promote greater engagement
with the realities of diversity and commitment to social justice
within their classrooms. Defining diversity broadly, the book
provides effective pedagogical techniques to help students question
their own assumptions, think critically, and discuss issues within
race, religion, ethnicity, gender, sexual orientation,
socioeconomic status, and ability. The K-12 student population is
increasingly diverse in terms of race, ethnicity, language,
religion, socio-economic status, and family structure. However, the
overwhelming majority of teachers continues to come from White,
non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al.,
2011) These differences can have serious repercussions for student
learning. Non-majority students who feel that their culture or
background is not acknowledged or accepted at school are likely to
disengage from expected academic and social activities (Hughes et
al., 2011). Concurrently, the majority students remain unaware of
privilege and ignorant of societal systemic discrimination. In
order to teach for social justice, ideas regarding power structure,
privilege, and oppression need to be discussed openly. Fear of
upsetting students or not knowing how to handle the issue of social
justice are commonly heard reasons for not discussing "difficult"
subjects (Marks, Binkley, & Daly, 2014). However, when teachers
choose not to discuss topics within diversity, students assume that
the topics are taboo, dangerous, or unimportant. These assumptions
impede students' abilities to ask important questions, learn how to
speak about issues effectively and comprehend the complex
challenges woven into current national conversations.
General
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