Developed to help educators become leaders for critical social justice, the anthology Teacher Leadership for Social Justice: Building a Curriculum for Liberation blends teacher reflection with social justice and policy to position teachers as active leaders in interdisciplinary curriculum development. The readings in Section I center on critical reflection, identity, and frameworks that help students find an appropriate balance between formal learning techniques and critical reflection of praxis. Section II examines the impact of social justice issues on schools. Section III explores issues in educational policy through both historical and contemporary lenses. The selections in Section IV provide students with examples of teachers and systems working in meaningful ways towards critical social justice. The second edition features all new readings that reflect timely and important matters related to social justice. Topics include the complex and intersectional nature of identity, misconceptions about poor children, religious diversity and the problem with winter holidays, transgender students, teaching history and social studies, the #BlackLivesMatter movement, and more. Teacher Leadership for Social Justice effectively positions teachers as change agents within schools and the educational system as a whole. It is an ideal text for preparing pre-service or new teachers and can be used in classes on curriculum development, multiculturalism, and social justice.

In Understanding the Boundary between Disability Studies and Special Education through Consilience, Self-Study, and Radical Love, the authors explore what it means to engage in boundary work at the intersection of traditional special education systems and critical disability studies in education. The book consists of fifteen groundbreaking accounts that challenge dominant medicalized discourses about what it means to exist within and around special education systems that create space for new conceptions of what it means to teach, lead, learn, and exist within a conciliatory space driven by radical love and disability justice principles. The book pushes readers to consider how their own personal, professional and programmatic future transformational actions can be driven by disruption and the desire for freedom from the hegemony of traditional special education and White and Ability supremacy.