This book presents narratives of eminent social justice educators,
which provide a window into why these educators have made it their
mission to educate for attainment of social justice; it succinctly
defines what social justice education is and what it is not. Eleven
nationally and internationally eminent narratives of social justice
educators, namely, Beverly Daniel Tatum, Sonia Nieto, Kevin
Kumashiro, Valerie Ooka Pang, Teresita Aguilar, Gaille Canella,
Christine Sleeter, Julie Andrzejewski, Norma Bailey, Kent
Koppelman, and Cathy Pohan, are featured. Racial, gender,
socio-economic class, and sexuality diversity of the social justice
educators enriches the book by providing multidimensional
perspectives on the impact of social positioning in choosing to
educate for social justice. Chapter One, "Introduction to Social
Justice Educators," provides an in-depth introduction to the social
justice educators who are featured in the book. It delineates
reasons they were selected to participate in the study of
narratives for social justice educators. This chapter highlights
diverse paths that contributed to the participants engaging in
social justice education and outlines all their contributions to
social justice education. Chapter Two, "Personal Influence,"
describes the participants' personal influences and how formative
years of interacting with family members and peers contributed in
shaping their identities as social justice educators. In addition,
this chapter examines how their varied racial, gender, and
sexuality identities served to prepare them for their profession.
Chapter Three, "Professional Influence," offers a window into the
participants' professional life influences on their choice to work
toward social justice education. The educators discuss the impact
of individual teachers and professors, the field in which they work
and exposure to specific curriculum and readings that served to
ignite their interest in educating for social justice. Chapter
Four, " Impact of Social and Historical Events," explores the
influence of social and historical events had in the evolution of
social justice educators. Such events compelled social justice
educators to critically reflect on their roles in society and the
importance of engaging in social justice activism through their
work. Chapter Five, " Reasons for Standing Firm," focuses on
reasons that keep social justice educators holding firm to their
convictions of social justice education and teaching for social
change. It explores the role of spirituality and their sense of
commitment. Chapter Six , "Epilogue," offers a synthesis of the
experiences of social justice educators, implications for teacher
education programs, and lessons that can be gleaned from their
narratives. Stories from the social justice educators provide
theoretical and pedagogical frameworks for teaching about social
justice issues in education. Each chapter concludes with lessons
that can be gleaned from the narratives and applied when working
with students.
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