Social Justice Education Research Papers

2025, Journal of Critical Thought and Praxis

This article examines the social justice dispositions that, when honed and developed over time, enable prospective teachers-and teacher educators-to embrace social justice praxis and persist in their everyday quest for equitable educational conditions, opportunities, and outcomes. Developed through work in a Community of Practice (CoP), these dispositions include radical openness, humility, and self-vigilance. In this article, we define each disposition and explore how they may be cultivated, enacted, and modeled in teacher education. These dispositions, we argue, serve as reminders of the unfinishedness of our work and the effort required to stay the course of equity and justice in the rough waters of the status quo.

2025

The Shared Humanity: Lessons in Critical Thinking presentation was part of an institutional information-sharing session during the quarterly discussion group meeting of the Intercultural Learning for Global Engagement (ILGE), a working... more

2025, MOD ATLAS MEDIA

For years, I have studied what Western psychology and behavioral sciences have referred to as "cognitive dissonance", the psychological discomfort experienced when an individual's beliefs, values, or behaviors are in conflict. I initially considered this term useful, particularly when observing the patterns of guilt, fragility, and rage exhibited by those who benefit from dominant systems when confronted with the realities of racial injustice and their complicity in sustaining it. At face value, "cognitive dissonance" seemed to offer a plausible explanation for why individuals resist truths that threaten their internalized narratives of innocence, neutrality, or superiority. But through sustained community-based inquiry, embodied praxis, and rigorous interdisciplinary research spanning trauma studies, decolonial theory, neuroscience, and historical sociology, I came to a different conclusion: cognitive dissonance fails us. The term is insufficient. It individualizes discomfort while obscuring the deep-rooted systemic training that produces such reactions. It fails to account for the structural, generational, and institutionalized conditions that give rise to fragility, denial, avoidance, and violent defensiveness in the face of truth. It withholds accountability and protects the very system we've inherited by settler colonialism, the system of white supremacy.

2025

This article examines pedagogical issues that arise from teaching in a critical media studies program that incorporates significant experiential learning into its curriculum. In this self-reflective article, the authors explore the challenges of marrying theory andpractice in an undergraduate program aimed at empowering students to help create a more socially just world. Drawing on examples of hands-on assignments, service-learning requirements, local practicum placements, and international internships within the philosophical context ofa critical media studies tradition, the discussion questions how faculty can successfully teach critique rather than indoctrination, what types of impact faculty and students can have on the community, and whether faculty have a role to play in preparing students for employment postgraduation. The article concludes with a critical look at some of the difficulties inherent in this kind ofpedagogical approach in an increasingly corporatized university ...

2025, Teaching Journalism & Mass Communication

The study examines critical and discursive pedagogical strategies that can be utilized in media
and/or communication courses to integrate intersectional critical communication pedagogy in
direct response to systemic issues of oppression, power, and hegemony in the communication
discipline. Employing a qualitative panel survey with 14 instructors of record in media and/
or communication departments, the study analyzed the lived experiences inside the classroom
and revealed a critical and dynamic four-step framework. An intersectional approach to CPP
includes: reflection and self-identification of intersectional identities; discussions on lived experiences that students identify as impacting their daily lives; integration of real-world examples in
real-time; and incorporation of intersectional mediated examples. The framework makes visible
and relevant the intersectional identities of marginalized students and provides critical praxis for
social justice.

2025, Studies in Art Education: A Journal of Issues and Research in Art Education

Though it is widely used, the concept of "underserved" is sorely undertheorized in art education. Before the field of art education can effectively address the persistent educational disparities across different sociocultural and economic groups, we need deeper understandings of entangled sociocultural and political processes that create and conceal underservedness. The term "underservedness" moves us away from conceiving of populations, and instead draws attention to cultural articulations and material conditions that prevent certain groups from fully accessing and benefiting from the resources and opportunities for effective education, including high-quality art experiences. In this article, the authors discuss four theoretical perspectives-critical race theory, intersectionality, critical multiculturalism, and social justice education-that can foster nuanced analyses and cogent explanations of art education in the context of underservedness. The discussion focuses on key tenets of these theoretical perspectives, important points of tension and synergy, and their relevance for art education research.

2025, Middle Grades Review

This article examines the "Above the Influence" (ATI) unit implemented in The Tech Café, a social action Makerspace situated in an urban middle school. Through purposeful making, students engaged deeply with the social and scientific issues surrounding vaping and THC use. Grounded in Critical Pedagogy, Youth Participatory Action Research, Asset-Based Pedagogy, and Social Justice Education, the unit invited students to channel their skills, creativity, and lived experiences into advocacy projects, including board games, short films, songs, sculptures, and podcasts. These projects culminated in a school-wide celebration, where middle schoolers presented their work to younger peers, sparking dialogue and reinforcing substance-free values. Feedback underscored the initiative's impact, revealing both an increase in student understanding and the resonance of youth-led messages. This case study illustrates how educational Makerspaces can foster critical thinking, personal expression, and meaningful action, offering a replicable framework for integrating social justice advocacy into interdisciplinary curricula.

2025

This paper critically discusses two London-based “Learning Together” prison university partnerships—Middlesex University with Her Majesty’s Prison (HMP) Wandsworth and London South Bank University (LSBU) with HMP Pentonville. The paper documents how students experienced the shared classroom learning approach designed on principles of “transformative pedagogy”, and how students interpret their personal development and the knowledge and skills gained as a result. We share the steps taken to bring the learning together pedagogical philosophy to life and use evidence from module evaluation findings and critical reflections to demonstrate the transformations that happen. We interpret our findings through the lens of a transformative ripples model. In addition to exploring personal transformation, the wider transformations that occur within the public institutions at the centre of these collaborations—the prisons and the universities —are discussed. We argue that for prison and university...

2025

Racialized Identities in Second Language Learning: Speaking Blackness in Brazil" offers a groundbreaking examination of the intersection of race, language, and identity within the realm of applied linguistics. Authored by Uju Anya, this book presents a compelling narrative that challenges traditional paradigms in language education and advocates for a more inclusive and socially just approach to language learning. In her work, Uju Anya explores the complex dynamics between language learning and racial identity in the context of language education.

2025, Impacting Education: Journal on Transforming Professional Practice

This essay discusses the impact of a diversity and social justice course on the assessment philosophy and practice of an early-career higher education assessment professional. The author, who directs institutional assessment practices at a public 4-year institution in the northeastern United States and is pursuing an online doctorate in higher education, reflects on the impact of this course. The experience of the course prompted significant reflection on the author's inherited privilege and the need to incorporate equity for social justice into their professional practice. This essay tracks the author's journey through this course from a self-described ally to an aspiring co-conspirator, reinforces the need to incorporate equity for social justice into higher education assessment practices, and argues for the inclusion of a diversity and social justice course as a standard offering in higher education doctoral programs.

2025, Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi (IJONASS)

Karakoç, Ç. & Sakız, G. (2021) Development of perceived social justice in education scale for primary school students.

2025, Journal of Community Applied Social Psychology

Given the polarization of the early 21st century political atmosphere in the U.S., intergroup dialogue has emerged as a unique alternative setting, with intentions of facilitating a more productive and thoughtful citizen engagement. Although cross-partisan dialogue efforts are underway in community contexts, they have been slower to reach academic settings. This paper is an exploratory study of our own liberal-conservative dialogue course at the University of Illinois-the first of its kind, to our knowledge. After describing basic features of the course, we identify themes from student journals and final evaluations suggesting both dialogue benefits and challenges. Finally, we discuss the growing literature around dialogue, questions of its long-term impact, and larger potential barriers to participation in liberal-conservative dialogue, specifically.

2025

Engaging prisoners in education is one of a range of measures that could alleviate security risk in prisons. For prisoners, one of the main challenges with incarceration is monotony, often leading to frustration, raising the risk of injury for staff and other prisoners. This article suggests that prisoner engagement in education may help to alleviate security risk in prisons through relieving monotony and reducing re-offending by promoting critical thinking skills. It discusses some of the challenges to accessing higher levels of education in prisons and argues that if education was considered for its risk-reducing potential and measured accordingly, then some of those challenges could be reduced. It concludes with a discussion of projects undertaken in Australia and the UK that introduce digital technologies into prisons to allow greater access to the self-paced higher levels of education which could help realize the benefits of reduced risk and decreased recidivism rates.

2025, Journal of Educational Administration and History

As schools across the U.S. contend with declining enrollments, heightened pressures for recovering 'learning loss' post-COVID, and increasing threats of privatization coming from state legislatures, the role of school leaders is increasingly important. The significance of preparing and retaining educational leaders who seek to be transformative advocates for public schools is vital now more than ever. Over the last four years, our leadership preparation programme has undergone substantial reimagining to address these ever-growing needs with a social justice focus. In this article, we describe our local context, theoretical grounding and the programmatic elements that shaped how we reimagined and redefined our programme's purpose and goals. We then share findings from a qualitative study of our recent graduates and describe how these school leaders articulate social justice leadership and enact strategies that counter deficit mindsets and disrupt systems of oppression while building community.

2025, Race Ethnicity and Education

The following qualitative study draws on theories of inclusion and psychological safety to understand how Black teachers in a district with publicly stated goals for diversity, equity, and inclusion experienced support. A grounded theory analysis of interview and focus group data revealed how Black educators navigated a complex landscape of both support and discouragement. I argue that the Black teachers felt supported when they were in political alignment with their colleagues as this alignment created a sense of psychological safety, particularly in the current anti-critical-race-theory context. I conclude with implications for how school administrators can work to reduce the political dismissal of Black teachers.

2025, Frontiers in Education. Section Language, Culture and Diversity Volume 9

Racial inequalities persist in education, impacting various aspects, including language teaching. Traditional English language education has often favored standard English, inadvertently marginalizing non-native English speakers and users of diverse English varieties. This perpetuation of linguistic bias reinforces White hegemony within educational systems. This article contends that Global Englishes offers a promising approach to ameliorating racial inequalities in language education. It delves into the core principles of Global Englishes, scrutinizing linguistic, sociolinguistic, and sociocultural diversity and fluidity inherent in English use and its users in our globalized world. Furthermore, it explores how the Global Englishes Language Teaching (GELT) framework can promote equality, emphasizing best practices for implementing GELT to address racial inequalities. Global Englishes advocates for a more adaptable view of language, liberating non-native speakers from native-speaker norms. Global Englishes places learner agency at the forefront, nurturing linguistic creativity, advocating for curricula that acknowledge multilingualism as the norm, and affirming learners' linguistic repertoires without reference to native norms. It also encourages a critical approach, analyzing the impact of prevailing standard language ideologies and White native-speakerism biases within learners' contexts. The article concludes by offering insights into future directions to address racial inequalities in education, emphasizing the importance of incorporating multiracial perspectives into educational frameworks.

2025, Adamu Saleh Kachallah

COVID-19 pandemic has underscored and amplified the digital divide, exposing significant inequities in access to technology and educational resources across various socioeconomic and demographic groups. As education systems globally shifted to online learning during the pandemic, millions of students, particularly those from low-income and rural areas, found themselves unable to access the necessary tools for remote education, leading to a widening of existing educational gaps. This paper examines the digital divide's impact on education, with a particular focus on how the pandemic has exacerbated inequities in learning outcomes. It explores key factors contributing to the divide, such as lack of access to technology, insufficient digital literacy, and socioeconomic disparities, and discusses strategies for addressing these challenges. The paper identifies several critical approaches to bridging the digital divide and ensuring equitable access to quality education in the post-COVID era. These include expanding access to reliable internet and devices, providing targeted digital literacy training for students, teachers, and parents, and fostering community-based initiatives that support learning in underserved areas. Additionally, the importance of inclusive educational content that accommodates diverse learning needs, including for students with disabilities and those from non-dominant linguistic backgrounds, is highlighted. The paper also emphasizes the need for systemic policy changes and investments in digital infrastructure to support long-term equity in education. In conclusion, this paper argues that addressing the digital divide is not only a technological issue but also a matter of social justice. The pandemic has revealed the urgent need for a multi-faceted, collaborative effort among governments, educational institutions, private organizations, and communities to ensure that all students have equitable access to the opportunities and resources needed for success in the digital age. By implementing targeted strategies and policies, education systems can work toward closing the digital divide and reducing educational inequalities, ensuring that every student has the tools to thrive in a post-pandemic world.

2025, Rethinking Higher Education, Chapter 1. pp.3-32,

Rethinking Higher Education in Africa: Examining the Ongoing Struggle for Cognitive Justice and The Politics of Transformation.
Vuyisile MSILA (Editor).

2025, Fake Smiles

Article six (Writing expositorily for both national and global transformation) A smile is often seen as a universal symbol of warmth, acceptance, and friendliness. But what happens when a smile is just a façade? As a foreigner who has traveled across Europe-from Poland, Germany, and Sweden to the United Kingdom, the Netherlands, and Spain-I have encountered a unique kind of fake smile that differs from what I knew back in Nigeria.

2025, In Education

Black youth face unique challenges stemming from constant exposure to systemic and cultural racism, discrimination, and lack of access to culturally responsive services meeting their needs, which significantly impacts their emotional well-being, career trajectories, and civic engagement. The research project explores the benefits of a culturally responsive program called Catharsis offered by the non-profit organization Generation Chosen, which focuses on supporting Black youth with their mental health, emotional intelligence, and civic engagement. Data was collected between December 2022 and April 2023. Surveys and focus groups were administered to Black youth aged 15 to 20 in Toronto, Canada, who attended programming in the Jane and Finch community known as a racialized under-resourced neighbourhood. Twenty-nine surveys and two focus groups were administered, totalling 55 respondents. Critical Race Theory (CRT) as a theoretical framework was applied to centre the lived experiences of the youth and listen to their concerns and ideas as counter-narratives. Thematic analysis and triangulation of the data indicated that culturally responsive, trauma-informed programming can enhance emotional intelligence and lead to better coping mechanisms to manage stress and cope with systemic barriers. Participants reported improved life skills and mental health by accessing culturally responsive mental health service providers and engaging with staff who had similar lived experiences who modelled vulnerability as a form of strength and maturity. The research contributes to filling in the research gap in the Canadian context around the importance of culturally responsive, trauma-informed programming for Black youth and how it can foster healthy identity development and larger community benefits.

2025

Indonesia comprises of many tribes and language spreading all over its islands from Sabang to Merauki. The tribes and their languages are unique symbolizing that they are heterogeneous society who live in a place named Indonesia. They live in harmony and they are happy being Indonesians. This can happen because they have one motto unity in diversity (Bhinneka Tunggal Ika) and a sacred symbol of five principles Pancasila. The symbol of Pancasila and a motto unity in diversity motivate the world to see the unique and harmonious country and its people. What are the real characters of Indonesian and how they are represented in the rhetorical discourse presented by formal speech of president of Indonesia, Mr. Joko Widodo in delivering speech on Pancasila Day 1 June 2017. This article wants to elaborates the characters of Indonesians and the way they are presented in the discourse. This article uses critical discourse of analysis and systemic functional linguistic. This article uses criti...

2025, HAL (Le Centre pour la Communication Scientifique Directe)

• Origine de l'intérêt porté à l'objet de cette recherche Pédagogie Freinet : cadre historique de références • Actualisation par trois approches épistémologiques contemporaines : transdisciplinarité, transpersonnel, humanités numériques • Synthèse : la métaphore « structure-temple » • Ses déclinaisons dans les domaines de l'éducation et de la formation • Un triple développement : personnel, professionnel et collectif, pour la conceptualisation d'une Pédagogie Intégrative, Implicative et Intentionnelle (P3i) • Utilisation dans les situations d'apprentissage des TICe • Conclusion, ouverture et prolongement Motivation : les « décrochés » de l'éducation. Des résultats décevants par rapport au 1er budget de la Nation (52% en 2018). Comment et pourquoi : un syndrome PDT ?

2025, Atlantis: Critical Studies in Gender, Culture and Social Justice

This paper maps key factors that activate adult stakeholders in Ontario to support curriculum pertaining to consent and non-violence in K-12 education. The paper draws from a study that used three qualitative approaches: (1) the design of an original media literacy curriculum module for Ontario youth ages 13-15; (2) curriculum assessment of the module by diverse stakeholders in Ontario K-12 education (n=20); and (3) analysis of archival documents pertaining to consent education and media literacy in Ontario, including official curriculum and media reports. Four key factors united stakeholders in supporting K-12 curriculum pertaining to consent and non-violence in Ontario. Firstly, stakeholders are intrigued by media-based pedagogies that can facilitate consent education that is "culturally relevant" (Ladson-Billings 1994; 1995) for diverse learners in Ontario. Stakeholders are also more likely to support consent and violence prevention initiatives if accompanied by professional development and teaching tools. Educator collectives and political organizing also allow for more feminist and social-justice pedagogies in the classroom, including consent education. Finally, parent councils and community groups are essential places for activism and knowledge sharing that can meet the needs of community members, while addressing stakeholders' attitudes and behaviours that gatekeep violence prevention initiatives in education.

2025

This systematic literature review of 'hard to reach' students was conducted as part of the REACT project (Realising Engagement through Active Culture Transformation). This report is available at www.studentengagement.ac.uk The review was undertaken to provide a more rigorous understanding of the key issues and challenges to defining who 'hard to reach' students are, and draw out empirically proven good practice in methods to engage these students. It was funded by the Higher Education Funding Council for England (HEFCE) as part of the REACT Project to support the work of student engagement practitioners and the Higher Education sector in developing inclusive practice. The term 'hard to reach' has gained increasing traction amongst practitioners and policy makers in Higher Education in recent years. The HEFCE-funded REACT project was developed to specifically address the issue of how better to engage 'hard to reach' students, to make various practices more inclusive, to enhance student engagement practices, and to explore barriers students might face in accessing new opportunities. The term 'hard to reach' is not without controversy , and experience of working with the REACT collaborative partners has shown that it is often conflated with other concepts (e.g. widening participation). Additionally, the term is often used in an uncontentious way or assumes shared knowledge which could mask any imbalances of power implicit in the term. To more critically assess 'hard to reach' and to bring some clarity to the use of the term; REACT has conducted a systematic review of the literature that makes use of the term in Higher Education, so as to add rigour and much-needed context to discussion in this area. This report also explores methods that have been used to explicitly engage those who are 'hard to reach', thereby developing a resource for practitioners who are working to increase inclusivity or better engage their students. This review has shown that there is a lack of clarity around definitions of 'hard to reach' in Higher Education and other related contexts. In many cases this term is used as a stand-in for widening participation groups or other protected characteristics. The term has most commonly been employed when discussing students from low socio-economic classes (21 pieces) as well as Black and Minority Ethnic (BME) students (21 pieces). It is not simply the range of uses that contribute to this lack of clarity, but also that the third most frequent occurrence of the term was in literature with no definition of who the term was referring to. Given the potential for the term to be stigmatising and a range of complex power relationships and responsibilities under-pinning those viewed using this label, it is concerning that it is used with little justification or rationale. This is particularly an issue when assuming a shared understanding of who 'hard to reach' students are. The use of technology was the most common strategy suggested to overcome the issue of students being 'hard to reach', although a large number of the pieces featured in this review did not include any recommendations for how students should be reached. We recommend that the term is used with greater clarity, and that various stakeholders in Higher Education should base such labels on evidence. 'Hard to reach' search terms 'Higher Education' search terms Search Engines 'Hard to reach' 'Hard-to-reach'

2025

This chapter provides an overview on the contemporary philosophical debate about equality of educational opportunity. It first develops a reconstruction of the major conceptions of equality of educational opportunity that contemporary educational philosophers and theorists have developed to flesh out the idea of educational equality of opportunity. These include, most importantly, liberal egalitarian or fairness based as well as socialist or luck egalitarian conceptions of equality of educational opportunity. Second, the chapter lays out three influential critiques of equality of educational opportunity: the violation of parental liberty, the levelling down and the misapplication of responsibility objections. On this basis, third, this chapter discusses alternative conceptions such as democratic educational adequacy or education as the development of social freedom that are meant to either complement or substitute equality of educational opportunity.

2025

In his recently published book, Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap, Paul Gorski critically addresses concepts that perpetuate stereotypes of those categorized as members of the "culture of poverty." This review provides a highlight of each chapter to illustrate some key concepts and teaching strategies that Gorski examines in his book.

2025, Handbook of Anti-Discriminatory Education

This concluding chapter synthesizes the insights and major themes from the International Handbook of Anti-Discriminatory Education (ADE), emphasizing the transformative potential of ADE in fostering equity and social justice in education. By interrogating culturally erasing pedagogies-those that marginalize or devalue the identities of minoritized students-and advocating for culturally responsive approaches, this chapter explores how education can either perpetuate oppression or serve as a vehicle for liberation and inclusivity. Drawing on critical theories, including intersectionality and critical pedagogy, the discussion highlights the importance of acknowledging and addressing systemic inequities in curriculum design, teaching practices, and institutional policies. Central to this exploration is the recognition of education as a double-edged sword, capable of reinforcing biases or empowering communities through counternarratives and inclusive practices. By incorporating contributions from key scholars, this chapter emphasizes the importance and necessity of ethical risk-taking, fostering meaningful, constructive solution-oriented dialogue, and creating spaces that celebrate diversity but more importantly create the conditions to enable authentic student engagement. The chapter concludes with a poem framing ADE as both an art and a science, urging educators to embrace creativity, empathy, and cultural responsiveness to dismantle systemic barriers and promote holistic student well-being for the purposes of creating thriving school-community ecosystems.

2025, Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi (IJONASS)

Karakoç, Ç. & Sakız, G. (2021) Development of perceived social justice in education scale for primary school students.

2025, Syllabus

The 1990s witnessed the legitimization of what we now refer to as biofiction, literature that names its protagonist after a real person. Many prominent mid-twentieth century intellectuals critiqued and sometimes condemned this form of fiction, but by the 1990s, it had become so popular that it was no longer possible to ignore or disregard it. And yet, there is still considerable confusion and disagreement about the way the literary form functions and signifies. In this seminar, we will examine some of the dominant theories and debates about biofiction.

2025, Syllabus

The 1990s witnessed the legitimization of what we now refer to as biofiction, literature that names its protagonist after a real person. Many prominent mid-twentieth century intellectuals critiqued and sometimes condemned this form of fiction, but by the 1990s, it had become so popular that it was no longer possible to ignore or disregard it. American writers in particular produced some first-rate and noteworthy biofictions, and in this seminar students will specifically read American biofictions from the 1930s through the present.

2025, African Identities

The 21st century has been an opportune time for building African universities by engendering innovative scholarship, teaching, and research. The complexity found in these universities, though, is reflected in the several ways in which intellectuals are dappling with knowledge production. This article focuses on why universities in Africa should employ what Wa Thiong'o refers to as 'globalectics' or interconnectedness as they enhance globally significant research. The interconnectedness of knowledge should help bring Africa's marginalised knowledges to the centre. Research is generally, dominated by Western philosophies which tend to exclude indigenous and African philosophies. This study focuses on how African researchers can utilise concepts usually captured in the Ubuntu maxim, 'I am because you are.' This concept is endemic to all African cultures having been a way of life from precolonial times. Using the theory adaptation research methodology, the discussion examines how Ubuntu philosophy enhances indigenous African knowledges. The findings demonstrate that transformation in research should not be accidental; instead, researchers should use existing theory to envision new approaches. Major conclusions reveal that progressive intellectuals in Africa should use relevant approaches to advance African knowledge production. Ecologies of knowledge would be able to minimise the dominant epistemologies from the Global North.

2025, Impacting education

This article critiques the notion of individually-focused notions of leadership, instead offering an ecocritical conceptual framework that works to support education at all levels with the aim of recognizing the importance of how leaders in Western industrial culture think, act, and thus organize communities. This framework is applied to examine the potential for EdD programs to critically (re)imagine the role K-12 and higher education institutions might play in reinterpreting how leadership might be (re)constituted-as local and in support of social justice and sustainability. From this lens, the article explores how 21 st century challenges that emerge from the complex intersections of social justice and sustainability might be addressed through EdD program development, supportive program structures, and course content influencing teacher education and K-12 school leadership. Calling for a particular kind of leadership supportive of social justice and sustainability, this article shares examples from the authors own practice, program structures, curriculum, and future research.

2025, Annual Review of CyberTherapy and Telemedicine

This research examined how online transgender communities perceive and react to the British Broadcasting Corporation (BBC) and its gender identity coverage. Existing research is limited due to broad focus, low sample sizes, and self-report or semi-structured interview methods [1-3]. Using reflexive thematic analysis, 354 posts on the BBC and its content from a UK transgender social media community were analysed. The reflexive element controlled researcher bias [4] Results showed negativity towards the BBC, a need for reporting transparency, and the community's use of social media for information-seeking and promoting collective action. The community has a complex relationship with the BBC and uses social media to mobilise against perceived threats to their identity and existence. Members confirm their identities through scrutinised media coverage but disagree with their presentation in BBC coverage. Creating an overarching anti-trans media entity helped unify the group. Social media data is limited due to a lack of essential characteristics and participant anonymity.

2024

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2024, Race Ethnicity and Education

The following qualitative study draws on theories of inclusion and
psychological safety to understand how Black teachers in a district
with publicly stated goals for diversity, equity, and inclusion experienced
support. A grounded theory analysis of interview and focus
group data revealed how Black educators navigated a complex
landscape of both support and discouragement. I argue that the
Black teachers felt supported when they were in political alignment
with their colleagues as this alignment created a sense of psychological
safety, particularly in the current anti-critical-race-theory
context. I conclude with implications for how school administrators
can work to reduce the political dismissal of Black teachers.

2024, Gender and Education

This article explores the author’s approach to teaching ReligiousStudies with a focus on gender, sexuality, and feminist pedagogy.In a predominantly white and cis-hetero-male field, the authorintentionally incorporates feminist perspectives to create aninclusive and supportive classroom environment. Additionally,their teaching on South Asia, particularly Sri Lanka, involvesengaging predominantly white students who are interested infeminist approaches. The author draws on bell hooks’ andChandra Mohanty’s work to conceptualise a decolonial classroomas a feminist pedagogy – as well as the problems that a focus onthe North-American classroom, prevalent in current pedagogicalreflections entails. The feminist European classroom recognizesitself as a Third Space (Homi Bhabha), where power structures aremade visible, and translation between students’ experiences andacademic knowledge takes place. Teaching gender and sexualityin disciplines not originally designed for them is seen as adisruptive and transformative act.

2024, McGill Journal of Education/Revue des sciences de l' …

For many people the manifestations in recent years of the feminist movement and of the movement called 'gay' have represented nothing more than does any other protest by a group of people who might have reason to feel themselves less than equally treated in political and cultural terms. Others dismissed the intentions of these movements as abhorrent alternatives. The tendency of the public to superficiality notwithstanding, the literature emerging from these movements demands careful consideration. The serious prospect opened up in this paper is that definition by sexuality may be a fundamental underlying criterion for the entire curricular structure of an educational system. Pinar discusses three key writers and draws conclusions that will map his future inquiry into the basis for certain curricular assumptions concerning the relative merits of subjectivity and objectivity. Pinar finds, in the differences between the mother's and the father's biological relationships with a child, both a fundamental symbol and an explanation of the relative status in education of subjectivity and objectivity. This lies in the contest of the sexes over a child's growing identification-a contest that ought to be resolvable in peaceful, collaborative ways. ln this paper 1 will review recent work depicting the relations between gender, sexuality, and curriculum focusing, particularly upon papers by Madeleine R. Grumet and Peter M. Taubman. This review will be followed by a discussion of Guy Hocquenghem's Homosexual Desire. Concluding the paper will be my sense of "next steps" in this beginning debate concerning gender, sexuality and curriculum. Oedipus, anti-Oedipus: psychosexual dimensions of curriculum Grumet begins her essay by acknowledging the dominance of correspondence theory in the sociology of education and in politically

2024, IJARW

Multicultural education seeks to promote inclusivity and equity, yet it often overlooks the systemic barriers that perpetuate inequality in educational systems, such as racism, sexism, and classism. This article explores the potential of integrating feminist principles into multicultural education as a means of addressing these gaps. Drawing on intersectionality, a core feminist concept, the paper highlights how overlapping systems of oppression disproportionately affect marginalized students, particularly women and girls of color. It demonstrates that feminist pedagogy, emphasizing collaboration, critical reflection, and empowerment-has been shown to increase student engagement, participation, and feelings of inclusion. By advocating for diverse representations in curricula and implementing targeted interventions, feminist multicultural education has the power to reshape classrooms into spaces of equity and social justice. Evidence of success, including improved academic outcomes and positive shifts in parental attitudes, suggests that integrating feminist approaches can lead to meaningful educational reforms. This article argues that the incorporation of feminism into multicultural education is essential for creating inclusive learning environments that challenge systemic inequalities and foster critical thinking.

2024, International Society of the Learning Sciences

In this symposium, we explore learning racial justice across different research contexts, from social movements and formal educational settings using the framework of Pedagogies of Witnessing. We take up the possibilities and limitations of witnessing how people learn about racial justice within varied contexts. We use data from across formal and informal learning environments to trace 1. liberatory witnessing, 2. harmful witnessing, and 3. multimodal aspects of witnessing as a methodological approach. By bringing our studies into conversation, we identify lessons about when and how witnessing can serve as a productive or damaging pedagogical practice, and explore the broader lessons for theorizing learning racial justice.

2024

Global Citizenship Education (GCE) plays a central role within UNESCO's education sector, focusing on cultivating the values and knowledge essential for students to evolve into well-informed and responsible global citizens. This Element conceptualises an ethical GCE framework grounded in critical, cosmopolitan, humanistic, value-creating, and transformative principles. Guided by those principles, ethical GCE goes beyond the banking model of education by emphasising a global ethic. Ethical GCE is inclusive, ethically reflective, and socially responsible. It extends beyond imparting knowledge and employable skills, important as they are, focusing on holistic and sustainable development. With further theoretical development and implementation strategies, the ethical GCE framework holds promise for future research and evaluation of the intricate teaching and learning processes within global citizenship, particularly from a values-based perspective.

2024, Revista Pensamiento Actual

While social justice education (SJE) is increasingly recognized as educationally essential for students' academic and personal success, its full integration into K-12 education continues to face barriers, including resistance to discussing certain SJE topics. Using group interviews with five regionaland two national-level English-as-a-foreign-language (EFL) advisers tasked with leadership and curriculum advocacy in Costa Rica, this study explored their responses to proposed SJE-themed curriculum materials for online and offline education. Findings include concerns around the practical challenges of adding tasks to already-overburdened teachers' workloads, aligning curricula with mandated educational benchmarks, and apprehension about introducing certain SJE topics, especially around sexuality and socioeconomic status. Recommendations include leadership support for focused SJE implementation and increased stakeholder input around developing and navigating real or anticipated SJE resistance in certain social sectors and refining proposed SJE materials to meet educational mandates without adding to teacher workloads.

2024

This Article examines the import of the life’s work of Saul Alinsky—arguably the most prominent founder of contemporary organizing—to the content and methodologies of today’s legal education. I review the community organizing theory and practice of Saul Alinsky for its synergies and lessons on two approaches by legal theorists and educators working in law schools today — “community lawyering” and “social justice”education. These approaches embrace the special responsibility of the legal profession for the quality of justice in society[1] by extending the traditional conceptions of lawyers’ relationships with clients in ways that are informed by the insights of community organizers, such as Alinsky. Rather than “justice” or the confrontation so often associated with the Industrial Areas Foundation (the “IAF”), Alinsky’s true touchstone was democratic participation. The quality of democracy is everybody’s business; and more to the point of this Article, democracy is not the central co...

2024, Türk Milli Eğitim Sisteminde 2023 Vizyonu ve Eğitimde Sosyal Adalet

Eğitimde sosyal adalet, öğrencinin herkes gibi koşulsuz kabulünü ve değer görmesini gerektirir. OECD (2004) eğitimde sosyal
adaleti, farklı ekonomik, sosyal ve kültürel statüdeki öğrencilerin devam ettiği okullar içindeki ayrımları azaltma, düşük
performans gösteren öğrencilere daha çok doğrudan yardım ve rehberlik yapılmasına yönelik çabalar olarak tanımlamaktadır.
Ülkemizde de, Milli Eğitim Temel Kanunu’nda (1973) yer alan insan haklarına saygılı, hür ve bilimsel düşünme gücüne sahip
bireyler yetiştirme hedefi eğitimde sosyal adalet anlayışının önemini desteklemektedir. 2023 Eğitim Vizyon Belgesinin
yayınlanması ile eğitimde adalet kavramı daha da önem kazanmıştır. 2023 Eğitim Vizyonu; 21. Yüzyılın becerilerini kazanmış
ve sahip olduğu becerileri insanlığın yararına kullanabilen bireyler yetiştirmeyi hedeflemektedir. Bu süreçte geçekleştirilmek
istenen hedeflerden bir tanesi de eğitimde adil ve insan merkezli bir anlayış oluşturmaktır. Bu hedef doğrultusunda milli
eğitimimizde özel eğitim, ölçme değerlendirme, erken çocukluk eğitim ve kaynakların dağıtımı gibi birçok alanda eğitimde
adalet anlayışına dayalı değişikliklerin yapılması planlanmıştır. Bu çerçevede çalışmanın amacı Türk Milli Eğitim Bakanlığı
tarafından yayımlanan 2023 Eğitim Vizyonu Belgesi’nin genel yapısını, eğitim politikasını ve ölçme-değerlendirme anlayışını
eğitimde adalet kavramı açısından incelemektir. Araştırma doküman inceleme çalışmasıdır. Araştırma sonucunda; 2023 Eğitim
Vizyonu Belgesi’nde fırsat eşitliği, her öğrencinin kendi ilgi ve yetenekleri doğrultusunda değerlendirilmesi ve her okula
ihtiyacı olan finansman sağlanması gerektiğine değinilmiştir. Bunlar eğitimde sosyal adalet anlayışı ile örtüşmektedir.

2024, Social Justice Scale in Education

The purpose of this research was to develop a valid and reliable scale for measuring perceived social justice of the primary school students in educational environments. A descriptive survey design was used. The data was collected from 475 fourth-grade students studying at five primary schools in Istanbul, Turkey. During the scale development, the following steps were taken: (1) The existing literature was reviewed and elementary school teachers' opinions were gathered; (2) a draft scale was developed and the experts' opinions were obtained; (3) the scale with 39 items was applied to 20 students for clarity, comprehensibility and applicability purposes; (4) the actual data was collected in two phases with the participation of 150 and 325 fourthgrade students, respectively; (5) Exploratory and confirmatory factor analyses were conducted. The preliminary analysis showed that the value of Kaiser-Meyer-Olkin was .77 and the Bartlett's sphericity test was statistically significant. The results of the exploratory factor analysis (EFA) revealed a 3-factor structure with 13 items, explaining 52% of the total variance. The factors, compatible with the literature, were named as participatory justice, recognitional justice and distributive justice. The results of the first and the second order confirmatory factor analysis (CFA) were satisfactory (χ2/df: 1.89 and χ2/df: 1.86, respectively). The internal consistency reliability of the overall scale was.78. Finally, a valid and reliable 3-factor, 13 statements instrument, called Perceived Social Justice in Education Scale (PSJES) was developed. The use of this instrument in future related studies would hopefully shed light on the social justice dynamics in classrooms and their impacts on students' academic, behavioural and social-emotional outcomes.

Social Justice Education Research Papers (original) (raw)