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My earlier experience of teaching nineteenth-century literature at the University of Guyana was influenced by a limiting concept of discipline. Maile Arvin, Eve Tuck, and Angie Morrill's 'Decolonizing Feminism: Challenging Connections between Settler Colonialism and Heteropatriarchy' inspired me to undiscipline my engagement with the long nineteenth century to reflect the lived experiences of Guyanese students. In this essay I focus specifically on issues related to Guyanese Indigenous nations, such as land rights, sovereignty, and social justice. Arvin, Tuck, and Morrill's essay reminds us of our responsibility in re-envisioning how we approach the teaching of indigeneity, including our curriculum planning and pedagogy. Here, I discuss how William Henry Hudson's imperial romance Green Mansions (1904) might provide me an opportunity to undiscipline and decenter my previous approach to teaching the period., My introduction to and love of literature came through encountering the nineteenth-century British novel. When I was a thirteen-year-old high school student in Guyana, the 'Eppie in de toal-hole' episode [...]

Community colleges are designed to serve and meet the needs of the communities where they reside. That's why Hudson County Community College (HCCC) has decided to offer a certificate of [...]

Long gone are the days when graphic novels were considered sub-literature with 'cultural baggage' for children and young adults (Chute, 2008, p. 453). Publishers report that graphic novels for children [...]

Abstract: Responding to the conflicting public perspectives about pedagogical approaches to, and purposes for, language teaching and learning, the authors argue that foreign language education is at the core of [...]

Dans l'enseignement des mathematiques en Amerique du Nord, bon nombre de praticiens soulignent l'existence d'une disparite entre les eleves autochtones et non autochtones quant aux resultats scolaires et soutiennent que l'incorporation des points de vue autochtones dans les mathematiques donne lieu a une approche pedagogique plus inclusive. Notre analyse montre toutefois qu'une kyrielle de praticiens nord-americains n'ont pas recours a des discours anti-oppressifs ou de decolonisation, notamment ceux qui se disent motives par l'education a la justice sociale. En evitant ou en ne mettant pas en evidence la colonisation, le racisme persistant et l'oppression dans l'enseignement des mathematiques aux autochtones, ces praticiens perpetuent une fausse impression sur les origines de l'inegalite. En outre, la quete de liens culturels autochtones en mathematiques entraine parfois comme consequence, d'une part, le rejet du blame sur les peuples autochtones dont le manque d'autorite vis-a-vis de leurs cultures aurait eu pour effet de perpetuer des stereotypes et d'homogeneiser les cultures autochtones tout en reduisant leur histoire et leurs savoirs a des artefacts artificiels et, d'autre part, la perpetuation d'un sentiment d'inferiorite chez les peuples autochtones quant a la comprehension et a l'apprentissage des mathematiques. Mots-cles : enseignement des mathematiques, decolonisation, education autochtone, antiracisme, education anti-oppressive, colonisation, formation a l'enseignement In North American mathematics education, many practitioners highlight a disparity in achievement between Indigenous and non-Indigenous students, and claim that incorporating Indigenous perspectives in mathematics provides a more inclusive teaching approach. However, our analysis shows that there is a stream of North American practitioners who do not use anti-oppressive or decolonizing discourses, including those who claim to be motivated by social justice education. By avoiding or not emphasizing colonization, ongoing racism, and oppression in Indigenous mathematics education, these practitioners are perpetuating a false sense of the origins of inequality. Furthermore, the quest for Indigenous cultural connections in mathematics sometimes has consequences such as placing blame on Indigenous peoples for not being authorities on their cultures, perpetuating stereotypes, homogenizing Indigenous cultures while reducing their history and knowledge to superficial artifacts, and preserving a sense of the inferiority of Indigenous peoples when it comes to understanding and learning mathematics. Keywords: mathematics education, decolonization, Aboriginal education, anti- racism, anti-oppressive education, colonization, teacher education, Indigenous education, Miscalculations: Decolonizing and Anti-Oppressive Discourses in Indigenous Mathematics Education Introduction Mathematics education is a broad area of research and practice that looks at topics ranging from the cognitive psychology of [...]

This article shares findings from a qualitative study of an undergraduate urban education fellowship designed to connect teacher-candidates with activist teacher communities and explore questions of social justice, equity, and multicultural teaching. Fellows attended conferences, professional meetings, and on-campus dialogues over one semester. Interview transcripts and meeting notes were analyzed through the lenses of teacher inquiry and transformative learning theory. Findings reveal how teacher-candidates experienced shifts in their viewpoints through encountering new perspectives, discomfort with returning to their lives with new understandings, and a strong drive to further their learning about urban education. Within the context of a persistent gap between a mostly White, middle-class teaching force and a racially and socioeconomically diverse student population, this study offers an image of transformative preservice teacher education in which teacher-candidates encounter professional communities outside of the confines of the classroom. Keywords urban teacher education, social justice, preservice teacher education, diversity, I went to the student teaching meeting, and they asked if we wanted to student teach in Philly. Three or four people raised their hands. People made faces, like, 'Why [...]

Introduction Since research points to the impact of individual teachers on student performance (Irvine, 2003), it is crucial that teachers are prepared to work effectively with all students. This is [...]

'Nothing ever changes,' exclaimed my mentor after I took a seat by him in the hotel bar. Puzzled by his response I asked, 'What do you mean?' After all, hadn't [...]

Author(s): Alyssa G. Robillard[sup.1] , S. Melinda Spencer[sup.1] , Joseph B. Richardson[sup.2] Author Affiliations: (1) Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, University of South [...]

The recognition that knowledge alone is insufficient as a foundation for effective teaching has led in recent years to a call for significant and programmatic investment in the support of [...]

Introduction When I assigned a book with the word queer in the title to my Research Methods in Education class last spring, I suspected some of the students would have [...]

Introduction Due to ongoing social inequity in schools (Hochschild & Scovronick, 2003) and an increase of ethnic and linguistic diversity among the public school student population (Hollins & Guzman, 2005), [...]

The Thanksgiving Day holiday celebrated in the United States is generally traced to a first harvest celebration in the newly established Plymouth colony (present-day Massachusetts). Traditional storytelling describes the first [...]

Introduction Educating for social justice requires teaching and learning practices that prompt critical thinking about the assumptions that guide mainstream social thinking. For example, education for contemporary capitalist society employs [...]

The Council on Social Work Education mandates that social justice content be integrated throughout social work curricula. Although much has been written about integrating social justice into practice, policy, and human behavior and social environment courses, little attention has been given to research methods courses. This study surveyed a national sample of social work research faculty members to examine how they conceptualize and integrate social justice into their research courses. Findings show that a majority support this integration. However, they do so from general ideas of social justice. They use both traditional and creative pedagogical methods involving lectures, use of critical theories, and multimedia. Implications for social work education and future directions for research are discussed., THE PURSUIT OF SOCIAL justice is a central value of the social work profession. Thus, social work educators have an important responsibility to impart this value to students. The Council [...]

Many educators (Cohen, 2006, 2007; Jones, 2004; Stevens & Charles, 2005) believe that teaching tolerance is a pedagogical imperative, while others relegate children's moral development to the purview of parents. [...]

Thirteen social work educators were interviewed regarding their responsibility to fulfill the CSWE educational standard related to integrating content that prepares students to promote social justice in their practice. Findings revealed differing understandings about this responsibility as well as factors in the institution that were reported to constrain the ability of social work educators to meet this responsibility. In addition, interviewees observed that many educators may be underprepared to engage their students in this regard. Implications for further research and recommendations for CSWE-accredited social work education programs and doctoral programs are provided., SOCIAL JUSTICE IS ONE of six core values articulated by the National Association of Social Workers (NASW) in its Code of Ethics (NASW, 1996, 1999). As such, professional social workers [...]

What can the experiences of White antiracist activists teach psychologists about social justice training, practice, and advocacy? Not only have the perspectives of these individuals received little in the way of scholarly exploration, their activities are largely unknown to mainstream society. In this qualitative analysis, we studied the views, actions, turning points, and challenges reported by 18 adults whose self-reported antiracist activities ranged from organization and leadership to speaking out in everyday situations. Participants demonstrated a complex structural conceptualization of race and racism, and considered their antiracist activities to be rewarding and meaningful despite the interpersonal conflict that had accompanied them. The results of the analysis are tied to suggestions regarding the multicultural/ social justice training of applied psychologists. Keywords: racism, antiracism, ally, diversity, whiteness, social justice DOI: 10.1037/a0021793

As they explore counseling theories, students are encouraged to examine their own values, attitudes, and beliefs to find congruence with these theories. This traditional approach inadequately addresses the social injustices [...]

The topic of social justice has received considerable attention in the counseling literature: however, little empirical research exists. This grounded theory study examined 4 counselor educators' process of integrating social [...]

THE CONTRIBUTORS TO THIS ISSUE OF SOCIAL JUSTICE GRADUATED FROM A DOCTORAL program called Social and Cultural Studies in Education, in which a unique scholarly dynamic emerged from two disparate, [...]

The use of mathematics in teaching students about social justice has been well documented. An apple-picking activity, for instance, can be used to teach partitioning and may also expose students to people lining up for food or eating by the sidewalk. Such an activity helps students understand the concepts of homelessness and hunger.

The need for social justice in social work practice is particularly apparent in work with indigenous populations. In spite of the social work profession's commitment to social justice, social workers have often done significant harm in their work with indigenous peoples. Social work educators are ideally positioned to close this gap between social work values and practice by teaching how principles of social justice can be applied with indigenous peoples. This article provides social work educators with background knowledge and specific tools for teaching about indigenous populations from a social justice perspective. KEYWORDS indigenous people, social justice, child removals DOI: 10.1080/15313200902905435

There are few pedagogical resources that describe how counselor educators can prepare counseling students to advocate for social justice. This article highlights a constructivist approach to social justice advocacy training [...]

This study examined the impact of a multicultural/social justice professional-organizational development project that was implemented at 5 universities across the United States. The results indicate increased organizational support for multicultural/social justice issues and gains in the participants' multicultural competence. The limitations of the study are also discussed., "Multiculturalism as a Fourth Force in Counseling" (Pedersen, 1991), a special issue of the Journal of Counseling & Development (Volume 70, Number 1), documented the need for colleges of education [...]