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Justice emerges as a need like any other human need and the processes of justice play important role within the organization. Social justice leadership includes the practice of leading and advocating for positive social change, equity, and fairness within society. Social justice leaders work to address and rectify systemic inequalities, discrimination, and injustices that affect marginalized and disadvantaged groups. They actively promote inclusivity, diversity, and equal opportunities for all individuals, regardless of their background, identity, or circumstances. This study is designed in qualitative paradigm as a case study. For selecting the participants, I employed maximum variation sampling which is one of the categories of purposeful sampling that provides the researcher understand the basics of a case or a phenomenon under exploration. The findings of the study revealed that the practices of the school principals include "caring students", "supporting staff" and "promoting positive organizational climate" theme. The challenges and barriers that the principals face with include "parental challenges", "financial issues" and "school conditions". Social justice leadership practices are crucial in ensuring equitable learning atmosphere and barriers should be taken into account in policy making of education.

This study examines the mediating role of teachers' perceived administrator support in the relationship between principals' social justice leadership behaviors and teachers' trust in principals. The sample of the study, which was designed in the relational survey model, consists of 903 teachers working in public schools in a metropolitan city in Southeast Türkiye. In the context of the research model, the SPSS Process Macro (Model-4) application developed by Hayes (2018) was used to determine the mediation effect. Because of the analysis of the research data, it was determined that the social justice leadership behaviors exhibited by school principals predicted both teachers' trust in the principal and teachers' perceived administrator support positively and statistically significantly. On the other hand, it was concluded that perceived administrator support plays a mediating role in the relationship between principals' social justice leadership behaviors and teachers' trust in principals. In this context, it can be staded that if school administrators' social justice leadership behaviors increase, both the administrator support perceived by teachers and their trust in the principal will increase.

This qualitative case study explores the leadership strategies of three high school principals to promote equity and inclusivity amid multifaceted challenges in the diverse schooling contexts of Nepal. By shedding light on equitable school leadership practices within a complex web of long-held socio-economic and structural disparities, the findings reveal persistent educational inequalities stemming from caste discrimination, gender biases, economic gaps, and social prejudices. Leadership emerges as crucial in addressing these disparities, with empowering strategies showing promise in bridging educational divides. Policymakers, educators, and leaders can benefit from these insights in fostering equitable educational environments. As Nepal addresses historical inequities, the study advocates for systemic change and social justice in education, aiming to create a more inclusive future for Nepali students. [Note: The page range (268-294) shown on the PDF is incorrect. The correct page range is 268-307.]

In this article, we contend that the bedrock of an equitable world lies in the profound recognition of love as the fundamental force permeating the cosmos. We believe that love is built into the essence of who we are. We posit that genuine progress toward an equitable world is elusive unless we place love, both for one another and for the natural world, at the core of our educational endeavors.

This paper explores how advocates in Ontario have resisted neoliberal restructuring in education since the 2018 general election, which marked an intensification of market-oriented reforms. Shaped by the insights of 23 participants, this paper shows how resistance has been accessed through multiple entry points and has been spatially heterogeneous, replete with internal contradiction. It also highlights the cost of resistance for participants whose relationship to systems engender oppression and harm. Broadly, this paper calls for vulnerable reflection on fantasies of a "good life" shaped by a normative neoliberal order that interferes with collective flourishing. Through emergent strategy, which aligns action with a vision for social justice, this paper values the non-linear and manifold ways individuals are embedded in systems; the fractal nature of change, which takes place at all scales; and a love ethic, which sustains relational the spiritual growth necessary for solidarity.

Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive.

With the growing importance of the United Nations' SDGs, many EFL textbooks addressing the goals have been developed. However, these textbooks generally discuss the applicability of the SDGs in Global South countries, and for university students in Japan, this has resulted in "SDG burnout," as they study the topic but often fail to find meaningful connections to the materials. This article builds on previous research into the efficacy of culturally familiar materials, and it takes SDG education in a new direction through the creation of materials in dialogue with social justice issues. Four lessons were created by the researchers, and as part of the post-reading assignment, learners had the autonomy to choose between culturally familiar or unfamiliar activities related to either the news or popular culture. A 6-point Likert scale was used to gauge student interest, which indicated that the inclusion of social justice issues may positively affect interest. A series of binomial tests revealed that learners preferred culturally familiar activities and activities related to the news. These findings provide important implications for teaching the SDGs as they suggest learners might be most receptive to culturally familiar materials that are based on the news and connected to issues of social justice.

Informed by Huber's (2021) framework of critical ethnography from a social justice perspective, this study aimed to (a) figure out how language teachers struggle for equity embedded within their socio-cultural contexts of schooling; (b) examine the micro, meso, and macro-factors affecting their identities with the impact of dominating ideologies; (c) uncover how they position themselves in challenging such practices and constraints. This study employs an exploratory qualitative case study design and an inductive data analysis method to document the voices of two in-service and three pre-service English language teachers and two teacher educators as professionals in K-12 school settings in Türkiye. The study addressed how ideologies stemming from power, authority, and institutional structures shape their ongoing teacher identity formation. As a result, language educators referred to oppression stemming from imposed decisions, decontextualized in-service and pre-service teacher training practices, and limited space for decision-making. Bringing in a social justice orientation, this study documented language educators' ways of challenging the dominant ideologies and schooling practices. This research brought voices from various layers to provide a composite picture of the potential gap(s) between their practice contexts and initial and in-service teacher-training practices.

This study aims to examine the impact of technology on education and the associated challenges, particularly in the context of the Global and Innovation Gateway for All (GIGA) school concept and the COVID-19 pandemic, with a focus on social equity. It amplifies the perspectives of educators, parents, children, local school boards, schools, and initiatives aimed at educating teachers and identifies the following four points. 1) The initial implementation of the GIGA school concept contributed in identifying tangible strategies to advance social equity, with the development of a foundational environment as the starting point. 2) An essential aspect is the consensus-building procedure to determine priorities for implementation toward the elimination of social inequities, ensuring a delicate balance between educational and economic considerations to address the concerns of those perceiving this inequity. 3) The GIGA school concept, through the proactive efforts of schools, has facilitated equal participation in learning for students considered socially disadvantaged. However, the concept is at risk of losing recognition for its support of the socially disadvantaged and consequently neglecting more crucial issues. The importance of evolving perspectives and raising questions regarding social equity has become increasingly apparent. 4) For the GIGA school concept to contribute to the actualization of social equity in the movement to revise the teacher preparation curriculum related to information and communication technology, it is important for teacher educators to understand the contextual knowledge of Technological Pedagogical Content Knowledge and guide their students accordingly.

This paper focuses on the formation of the Rand Change Agent Study, characterizes it as the pursuit of school reform for "social equity" and attempts to demonstrate anew its significance. First, the paper finds that "social equity" was among the main motivations for the Rand Change Agent Study. It was clear in the earliest report that the Rand Change Agent Study was motivated by criticism of "Colemanism". The pursuit of "social equity" was also central to the "progressive agenda" of "open education". Second, there are differences between the views of the Rand Change Agent Study and those of the North Dakota Study Group regarding the decline of "open education". The characteristics of the Rand Change Agent Study are clear--it studied the "implementation" of educational policy and created the concept of "mutual adaptation" through its formation, and continued to focus on the development of school reform for "open education" as a process of "implementation" in the midst of social changes that created the "progressive renaissance" and "backlash" against "sixties values". The Rand Change Agent Study was an attempt to clarify how the "mainstream" could continue to move toward the "promised land" beyond the limitations of its experience with the concept of "mutual adaptation".

The purpose of this paper is to examine the current position and possibilities of teacher education for diversity in Japan, with reference to discussions on teacher education for diversity in other countries. To achieve this purpose, we pose the following two research concerns. One is the organization of international trends in teacher education for diversity and the clarification of their characteristics. The other is the clarification of the characteristics and challenges of current teacher education for diversity in Japan from the perspective of teacher education policy and practices in teacher preparation programs. In terms of the first concern, we focus on trends in discussions of teacher education for diversity in the United States and Europe, from which it is evident that teacher education for diversity is not simply about correcting the achievement gap in the context of educational equity but is designed to create an equitable and inclusive society. This is a rethinking of teacher education in relation to the state of society and has the potential to take the debate on attempting to ensure equity in the school setting one step further. Regarding the second concern, we focus on human rights education in teacher education and analyze the contents of human rights education syllabi in teacher preparation programs, finding therein a focus on the development of knowledge and understanding of individual issues related to human rights and the historical contextualization of issues. This means that human rights education in teacher preparation focuses on how to teach and promote human rights education in schools, so that teachers have few opportunities to consider the relationship between themselves and human rights, such as how they perceive human rights in society.

Community and campus partners can benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision-making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to how whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the purpose of this case study is to foreground some paradoxes of whiteness-at-work (Yoon, 2012) in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. We take a reflexive stance (Ozias & Pasque, 2019), examining our own experience to explore how Yoon's (2012) concept of whiteness-at-work serves as a tool for advancing the racial equity agenda of place-based community engagement. We conclude that whiteness-at-work provides a useful lens through which to begin explicitly surfacing ways in which place-based community engagement can reify and perpetuate white hegemony. This approach also provides a starting point for racial "justice-in-the-doing," the internal, interpersonal, and institutional work to disrupt hegemonic whiteness" (Yoon, 2022), in place-based community engagement that may move us further toward garnering the racial equity to which we aspire.

Extractivism is so often characterized as resource extractivism - the exploitation of a community's natural resources for economic gain. However, when we think about the relationships between community and university, there are many ways in which the university can take out of the community or benefit to an extent that extracts human, capital, and natural resources. I contend that some of the university-community engagement work that has been done in the last 20 years replicates colonial structures in ways that have harmed communities under the well-intentioned guise of service-learning, community-based learning, or "development." Drawing on Du Bois (1947) and on Riofrancos' (2020) work on colonialism and extractivism, this paper will explore the role of the university as both a transformer and oppressor through global learning. I will explore the promise and pitfalls for these engaged pedagogies, and propose pathways to avoiding unjust, extractive practices in the pursuit of learning and student development. I will end with recommendations for just, equitable, and critical community-based global learning and some promising examples.

In response to the COVID-19 pandemic, a California public university launched the Pandemic Histories Archive Project (PHAP) in collaboration with the library. This online service-learning opportunity empowered undergraduates to describe and reflect on their pandemic experiences and represent their communities by contributing to the library's digital archive. From 2020-2021, nearly 300 undergraduate students completed PHAP's asynchronous online training modules and documented the COVID-19 pandemic and social justice issues by producing materials such as field notes, interviews, photographs, and reflections. According to open-ended surveys, students responded favorably to this novel project, valuing the creative freedom, knowledge, and skills gained through community archiving. This case study summarizes the literature on online and service-learning, presents the pros and cons of each, and offers recommendations for creating a student-centered learning environment. PHAP's teaching approaches, which emphasized student wellness and strengths, can be applied beyond the pandemic in future online, hybrid, and in-person courses.

Training the next generation of public health practitioners to promote health equity requires public health graduate programs to cultivate students' skills in community partnership. The Council on Education for Public Health (CEPH) requires Master of Public Health (MPH) students to produce a high-quality written product as part of their culminating Integrative Learning Experience (ILE). Because CEPH recommends that ILE written products be useful to community partners, ILEs can draw lessons from the field of experiential education, especially the social justice aligned principles of critical service-learning (CSL). However, the current literature lacks descriptions of how to operationalize CSL's principles within graduate-level culminating experiences. To help fill this gap, we discuss a CSL ILE for MPH students, called Capstone. We describe CSL's key components and explain and assess how each is operationalized. We hope Capstone's model will help educators engage more deeply with CSL practices to advance health equity.

The benefits of youth voice and meaningful and informed youth participation in social and systemic change initiatives are well-documented (Gonzalez et al., 2020; Gonzalez & Kokozos, 2019; Ginwright & Cammarota, 2007), and storytelling has shown promise as an effective pedagogical tool for nurturing and amplifying youth voices. Inspired by the benefits of youth leadership, the authors collaborated with three university undergraduate students to develop #PassTheMicYouth, a multimedia extension program that aims to amplify the social justice contributions of young people and provide educators with resources that center diversity, equity, inclusion, and belonging (DEIB) in high school and undergraduate classrooms as well as within youth-serving organizations. The flagship resource is a twenty-lesson curriculum entitled "Amplifying Youth Voices: A Storytelling for Social Change Curriculum," which is informed by the Critical Positive Youth Development (CPYD) framework. This paper first reviews and synthesizes scholarship related to the CPYD framework and storytelling as a pedagogical tool, with specific emphasis on personal storytelling and counternarratives. Quantitative and qualitative findings are then introduced and discussed, and finally the strengths and limitations of the study are reviewed and implications for future research and practice are outlined.

Recent reform efforts to center issues of equity and social justice in mathematics classrooms have been under fire from the loudest sectors of right-wing media. The hysteria around incorporating social justice issues in mathematics classrooms is captured in the artificial binary: STEM or CRT. In our paper, we examine resistance to reform efforts in mathematics education in artifacts geared towards audiences beyond mathematics education researchers through the lens of whiteness. We analyzed artifacts from the Math Wars of the late 1990's and the current backlash towards mathematics education reform (Math Culture Wars) in California and Florida. We identified fear as a significant mechanism to upholding whiteness in the backlash to mathematics education reforms, particularly centering white fear. By describing how fear is constructed in the artifacts, scholars may find more targeted responses to the backlash by addressing the ideas perpetuated in these artifacts. Still, the field of mathematics education has done little to become more inclusive and just because our agenda is too closely aligned to the status quo, with responses to the backlash being largely absent or tepid. We close with recommendations for action and allyship within the broader field of education to thwart the hysteria against CRT.

We present a dialogue between two community-based scholars in Tio'tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth.

In this article, the authors share what they learned from considering a collection of narrative reflections written by six high school educators, all co-authors, who have integrated youth participatory action research (YPAR) into their instructional practice. Taken together, the written reflections shed light on teachers' reasons not only for pursuing YPAR but also for persisting with YPAR in their particular school context. The authors found that all teachers shared a commitment to social justice, yet their individual purposes for engaging with YPAR varied. Drawing on the teachers' written reflections, the authors delve into teachers' motivations for integrating YPAR into their teaching practice in order to conceptualize teachers' reasons for facilitating YPAR in school.

This paper aims to investigate how and to what extent 'critical' global citizenship is reflected in middle school English textbooks in Korea. Framed within Freire's concept of critical literacy, the study is concerned with analyzing the written texts in two English textbooks, with a focus on the issue of representations. Using critical content analysis, the research centers on unpacking how race, racism, or racialization, especially in the United States, is represented, and to what extent these representations may be associated with global citizenship education in English language learning. The major findings indicate a notable absence of sufficient sociohistorical and cultural contexts of race in the United States as presented in the concerned English textbooks. Based on the analysis, this paper calls for an expansion of the dimensions of critical global citizenship in English language learning settings, aiming to provide students with broader opportunities to question colonial discourse and challenge issues related to power and systemic oppression.

Because of the long history of anti-drug policing in the United States and the criminalization of substance use, clients who use substances are vulnerable to direct and vicarious experiences of police violence. Consequently, those who use substances may face a greater risk of experiencing symptoms of trauma that counselors should address in treatment. We recommend the use of a trauma-informed and abolitionist praxis in clinical and social justice practices as a framework to support clients who use substances and have histories of exposure to police violence.

This article explores how the racialized discursive and behavioral norms of pseudocommunity interfere with faculty professional development toward antiracist writing pedagogy. The author draws upon original research into a faculty learning community of first year composition instructors to highlight how, without explicit acknowledgment and interrogation, antiracist initiatives meant to encourage collaboration, equitable exchange, and professional learning may reproduce the white pseudocommunity dynamics that prevail in writing programs. This essay contributes to the growing body of literature on antiracist pedagogy and writing program administration by emphasizing the necessity of deep consideration of contextual interpersonal aspects of racism and white supremacy that may go unnoticed or unacknowledged by administrators and instructors.

Open Educational Resources (OER) and renewable assignments that create OER are closely related and promote access to knowledge, collaboration, and community engagement. Through both, PhD students can contribute to the advancement of open education while enhancing their own learning and professional development. Despite many advantages, OER and renewable assignments are widely underutilized in U.S. institutions of higher education. To enhance nationwide adoption, PhD programs may be an important context for using and creating OER because many PhD students will become faculty members in the future. This survey research collected data from April to December 2022 to explore the prevalence and perceptions of OER and renewable assignments among the 72 PhD programs in the top 100 ranked social work programs in the United States. Thirty of the 72 programs were represented in the sample. Most of the respondents (68%) reported using OER materials in at least one course, with audiovisual and textbooks the most reported type of OER used. In contrast, a few (6%) of the respondents reported their programs used renewable assignments. Lack of knowledge or awareness was the most commonly cited reason for not adopting OER or renewable assignments. Representatives from programs that had adopted OER had higher perceptions of positive student impact from OER use or creation than those from programs that had not adopted OER (Mann Whitney U = 61.0, p = 0.058). Our findings indicate a reasonably widespread adoption of OER as course materials in social work PhD programs in the United States. There is an opportunity for increased adoption of renewable assignments to both create suitable, high quality OER materials for use in social work PhD programs and to train future social work faculty in the logistics of creating and using OER.

This position paper identifies the complexity of the special education teacher (SET) shortage and the social injustices of the already marginalized population of students with disabilities (SWD). Nationally, policy reforms and teacher certification initiatives may have unknowingly perpetuated the shortage of SET in an attempt to increase the supply and strengthen the impact of teacher quality on student outcomes. There are documented factors contributing to the shortage as well as initiatives designed to increase the supply of SET. The disparities in the access to highly qualified SET for SWD have been evident for decades. The negative impact on academic and behavioral outcomes of SWDs are even greater for those SWDs who experience the intersectionality of race, low-socioeconomic status, certain geographical location, and low-incident disabilities. An immediate call to action is required for sustainable resolutions to increase the supply of highly qualified SET to ensure SWDs access to a "free, appropriate, public education" and eliminate the modern day "Have Nots" of the already marginalized in society.

The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher education institutions had to close down and find virtual, Online and/or digital ways of continuing the teaching and learning programme. In this article, we firstly explore and theorise academics' experiences of the emergency remote teaching and the complex challenges that they had to negotiate during this crisis in higher education. We reveal the complex, challenging and depressing experiences that they navigated as they grappled with the emergency remote teaching in their context, and the effect this had on their well-being. We propose the idea of Ubuntu currere as an emancipatory pedagogy, necessary to helping us respond to the next pandemic in the higher education sector. We suggest that our response to the next pandemic(s) needs to be anchored in decolonial and social justice frameworks, necessary for rethinking teaching and learning during a crisis. Contribution: In this article, our contribution is twofold. We firstly contribute to the emerging body of research that shines a spotlight on academics' experiences, voices and/or narratives in grappling with the COVID-19 pandemic in their teaching and learning contexts. Secondly, we propose the idea of Ubuntu currere (i.e. Ubuntu curriculum) as offering us useful emancipatory lessons in responding to the future pandemics in higher education.

The need for teachers who are thoughtful and attentive to issues of social justice is more apparent now than ever before. Teacher education can and should be tasked with preparing teachers to serve a student population that is becoming more diverse over time. As teacher educators who function within both the university coursework and student teaching fieldwork spaces, teacher candidate supervisors are well-positioned to support candidates to make sense of and incorporate social justice-centered practices in their teaching. Building on the findings of Jacobs (2006), a comprehensive literature review of journal articles published in the last 20+ years revealed that orientations toward supervision for social justice can be characterized as "multicultural," "critical," "culturally responsive," or "anti-racist." This literature base described practices associated with supervision for social justice such as problematizing, storytelling, critical reflection, role-playing and rehearsals, and the use of professional learning communities. The identified literature also details challenges to supervising for social justice, including institutional barriers and power hierarchies, silence, or hesitancy with regard to conversations of race and racism, and the need for more research.

This Projects With Promise case study offers insights for addressing tensions between universities and communities in building partnerships and collectively rethinking "the field" of community engagement. We explore moving beyond a solely place-based understanding of "the field" into an ethos based on human interactions and mutual trust. Through an analysis of the Baltimore Field School (BFS) project, we argue that partnerships must be designed to create the time and space for self-reflexive qualitative methods that emerge from a personality-proof and sustainable infrastructure that can respond to crises and needs in both communities and universities. Rethinking and even "undoing" notions of institutional time and space within universities allows community-centered reflection that begins to cross the boundaries imposed by neoliberal institutions focused on profits above people. Exploring the distinct scholarly communities of higher education can inspire academics to rethink how universities can work with and not just for local communities.

Afro Latinx immigrants are an underserved population in the United States and within counseling specifically. The counseling profession has been slow to address the unique needs of this population despite the increased visibility of this group in recent years. Consistent with the codes of ethics from the American Counseling Association and the National Board for Certified Counselors and the Multicultural and Social Justice Counseling Competencies (MSJCC), counselors must continue to expand their repertoire and use empirically supported tools to address these mandates and increase cultural responsiveness in clinical practice. Despite its alignment with the MSJCC, the counseling literature demonstrates that the Cultural Formulation Interview is an underutilized, empirically supported tool. The authors describe how counselors may use the Cultural Formulation Interview in their clinical practice with Afro Latinx immigrants while operating from a multicultural and social justice-oriented framework.

The internationalisation of higher education presents an increasingly urgent need to explore how universities can become more welcoming places for all students. Top-down implementation of widening participation and the inclusion of a more diverse and less prepared student population in higher education have led to social and academic exclusion, with systems failing to accommodate this change to support the less prepared intakes. Academic and social/cultural drivers are the key areas for bottom-up implementation of internationalisation strategies to support this influx and change in student profile. However, institutionalised separation of home and international students for academic support and language development provision, and separation of this support from subject disciplines, have increased the obstacles that block inclusive practice. An internationalised campus involves both top-down institutionalised intervention and bottom-up intervention of the academic self, enabling the potential for intercultural construction within and between communities, and promoting agency of the self in connection with others to enact change. Viewing university campuses as intercultural spaces that all students and staff need to navigate and inhabit has implications that this article explores through the lens of social justice and from the bottom-up perspective of language development provision, within the field of English for Academic Purposes, in an arts-based university.

Persistent ableism in higher education, counseling practice, and society necessitates disability justice advocacy. In this article, the author explores the historical context of disability and the importance of disability knowledge for counselors and counselor educators. In addition to discrimination and inaccessibility, able privilege and lack of representation present significant barriers to equity and empowerment of disabled people. Better awareness of disability culture and community-oriented frameworks for the collective liberation of disabled people, such as disability justice, can improve disability equity and allyship within counseling and counselor education.

According to the American Counseling Association and the Council for Accreditation of Counseling and Related Educational Programs, social justice advocacy is an ethical imperative for counselors and a training standard for counseling students. As a group of socially conscious mental health counseling students and faculty, we developed and facilitated a social justice advocacy group to learn about tangible ways to engage in social justice action. Using the S-Quad model developed by Toporek and Ahluwalia, we formed and facilitated a social justice advocacy group for our peers. This paper will serve as a reflection of our experiences engaging in the process.

A First-Year Seminar course was designed using high-impact practices supporting food justice at a university serving mainly urban, minority, Hispanic, and first-generation students. The course was initially taught using participatory experiential learning but without service-learning. After an urban farm was added to campus to support the institutionalization of a garden-based service-learning program, the course was redesigned to add a service-learning component. Students were required to work at the farm composting, cultivating, and harvesting food for distribution to fellow food-insecure students for a minimum of ten hours throughout the semester. Service-learning students, as opposed to participatory experiential learning students, reported overall greater satisfaction with the course and its activities, had a 3% higher grade point average and a 9% lower drop, fail, and withdrawal rate. Service-learning students expressed a connection to campus community, a sense of feeling cared for, greater awareness of food justice issues and the ability to work toward community-based solutions and grow their critical consciousness. The added service-learning component significantly improved course outcomes and provided much needed assistance in the development of a new garden-based program.

Higher education often acts as a bridge to society, preparing people for future social, political, and economic roles. For many academics, social justice and social inclusion are areas of research interest and teaching expertise. As such, institutions of higher education are well placed to foster reflection on social justice, through research and teaching, and thereby impact the wider society as students take up their roles within it. Yet, higher education itself should be subject to critique from a social justice point of view. Our aim in this article is to provide one such critique. We will focus on PhD research supervision, and in particular the supervisor/supervisee relationship. We will argue that the hierarchical nature of supervision can give rise to injustice. We will use the concepts of epistemic injustice and epistemic power as explanatory tools to clarify what is at issue within dysfunctional supervisor/supervisee relationships. Throughout, we will make use of the mythological story, "The Salmon of Knowledge," to unpack the hierarchies involved in knowledge acquisition/creation. Finally, we will conclude by noting the space within the scholarship of teaching and learning wherein critique of the structures within higher education from a social justice point of view occur, and where there exist potential gaps in this scholarship.

Northeastern University's EdD faculty faced unique challenges during the pandemic and racial reckoning following George Floyd's murder. During this period, however, we found opportunities to adapt and improve our program. We prioritized compassion and connection. We made significant strides in curriculum development through design and implementation of three new concentrations. We focused all program elements on how social justice works in a variety of educational settings. We altered our approach to data collection and doctoral supervision. In so doing, we were able to maintain consistency for our students and develop a closer bond with our faculty colleagues.

This paper focuses on the Education Systems Improvement EdD program (EDSI) at the University of South Carolina and how the program faculty utilize the signature methodology of the program, improvement science, towards its improvement efforts towards enhancing its equity focus, especially post-pandemic. We utilize the framework of improvement science including tools such as gap analysis, program evaluations, empathy interviews, and focus groups to better understand the problem and best design the appropriate improvement efforts. Broadly, three program improvement foci were identified for the improvement arc: program purpose, curricular design, and continuous improvement processes. Findings from this study provide details about program improvement efforts in improving an EdD program's equity focus post-pandemic, in a particular setting. In the spirit of continuous improvement, this work is never done. It will be forwarded by follow-up improvement endeavors and activities.

Beginning in the summer of 2019, the College of St. Scholastica endeavored to build a flexible, adaptable EdD program grounded in the guiding principles of CPED. This meant establishing a welcoming and safe program dedicated to cultivating justice-minded change makers. It also meant constructing a curriculum that would accommodate differing student backgrounds, be responsive to fluctuating consumer demands, and function as context-inclusive in an ever-evolving and intersecting space. While this alone was certainly a challenge, we did not anticipate that a global pandemic would present the most significant test of what we had created. To accomplish the aforementioned goals, the program architecture was dependent on the following structural considerations: a broadening of the target participant profile to include students across various social sectors; the use of design thinking as an asset in supporting innovation, creativity and flexibility; the inclusion of credit-bearing "third-place" courses intended to provide open-ended space and place for community building and reflective, intentional action; and an approach to course design that encouraged risk-taking by students with a focus on cultivating mindsets and skills around equity and social justice. None of these attributes on their own provided total protection from seismic societal, cultural or market shifts. Collectively, however, they offered a unique environment for the culturing of a particular type of doctoral experience, unique in its elasticity compared to more traditional, inflexible designs. This essay details the ways in which we attempted to create an inclusive, innovative, flexible structure, as validated (and challenged) by the COVID-19 pandemic.

Background: Cultural dissonance and exclusion in schools persevere because of a lack of response to diversity. In South Africa, coloniality manifests itself in teaching and learning practices through promoting and privileging selective cultural norms in schools, often to the detriment of poor black children. Aim: Despite the availability of educational scholarships for poor children as a way to promote economic success, these opportunities are often laden with cultural and hegemonic expectations making them challenging to navigate, often rendering the experiences as traumatic rather than developmental. Setting: The article reflects on children's schooling experiences in South Africa. Methods: This qualitative exposition presents insights from a primary school teacher about her own childhood experiences of exclusion, alienation, and cultural dissonance in South African schools. Results: It reveals the pervasiveness of coloniality and how social justice has still not fully permeated schools. The interplay between race and class remains salient. Conclusion: Schools should intensify efforts to promote inclusion by recognising diversity and avoiding normalising singular narratives in diverse contexts. Educational opportunities given to children from disadvantaged backgrounds should be accompanied by psycho-social support to ease the culture shock and alienation they feel when learning in new contexts that differ from their norm. Contribution: The article demonstrates that culture is more powerful than politics because, despite the democratic political context, the 'cultural bomb' of decoloniality is all-encompassing.

This article highlights the disparities between socially advantaged students and those who identify as equity-deserving while accessing work-integrated learning (WIL) opportunities. While governmental investments have aimed to broaden WIL access, persistent inequities have emphasized the need for a critical examination of oppressive systems within WIL. Using an anti-oppressive pedagogical lens, this article proposes actionable strategies to enrich WIL programs, with a particular emphasis on students facing systemic oppression. WIL educators, as key change agents, are uniquely positioned to engage in critical action that disrupts deep-rooted inequities. As further presented in the article, disrupting oppressive WIL practices may include (1) discovering one's positionality as a WIL educator; (2) exposing and addressing workplace discrimination; and (3) facilitating critical reflection in the classroom regarding students' WIL experiences. Recognizing the intersection between WIL and anti-oppressive practices offers a path toward greater access for all students, thereby fostering enhanced programs within higher education institutions.

Emerging research suggests that students from equity-deserving groups (EDGs) may experience barriers within work-integrated learning (WIL) that other students may not face, and such barriers may negatively impact students' participation in WIL. Guided by a social justice lens, this study used interviews of co-operative education (co-op) students (n = 30) from EDGs to explore barriers that such students experienced in one Canadian co-op program. Analyses of qualitative data showed that these students experienced non-structural barriers (those that are less explicit, such as internalized discrimination) and structural barriers (those related to policy and practice, both within their co-op program and their host organizations). While some barriers were specific to a given EDG, others were common across EDGs. These findings provide a fuller picture of the kinds of barriers experienced by WIL students within and across EDGs.

A hyper-standardized and alarmist educational climate in the U.S. propagates deficit discourses about students and creates a roadblock for teachers seeking to center their students' lives through critical and multicultural pedagogies. Scholars have called for attention to mapping as a pedagogical tool to unearth and push back against sociospatial injustice. In line with this, I offer the tool of "critical geospatial mapping" and provide two examples of how its application allowed preservice and in-service teachers to see the previously unseen strengths and resiliencies of historically-marginalized and multicultural communities. This allowed them to critique and reframe deficit narratives.

A growing interest in teacher identity and decision-making has emerged in language teaching; however, studies where English language teaching (ELT) educators reflect on their own practice are limited. We engaged in a self-study to understand how our experiences influenced our ELT educator identity at a public university in Colombia. A constructivist paradigm enabled us to focus on intra and interpersonal reflection as we created artifacts and met to discuss our teaching experiences. Using collaborative analysis, we developed our main themes represented by a red poppy. Based on the findings, our teaching identity is shaped by our families and teachers (roots), teaching misconceptions (leaves), new teaching experiences (new blossoms), other identities (petals), world views about education (cotton soul), and social justice agenda (seeds of change).

From James Baldwin's (1962) "A Letter to My Nephew," which laid bare the brutalities of being black in 1960s America, to Chanelle Miller's published victim impact statement addressed to her assailant, which provided vocabulary and was kindle for #MeToo, examples abound demonstrating the ways in which the open letter continuously surfaces during pivotal historical junctures. Although the contextual significance of this format of authorship is widely used in scholarly disciplines ranging from education to history, the structural significance of the open letter as a methodologic approach to academic writing has yet to be theorized, leaving questions that merit attention: Why is the open letter so often used by marginalized groups? What are the literary and rhetorical effects of the enclosed addressed between sender and receiver? Finally, how does this format of writing create and affect the positionality and subjectivity of authors? By writing a letter addressed to Academia/School, this essay makes the case for the open letter as something to be studied but also a methodology and study in and of itself. By drawing on literary theory, cultural studies, and research on writing in academia, this essay suggests that the open letter is an important form of authorship and argues for revisiting the open letter as a legitimate form of scholarship as well as an authentic form of academic writing in education.

The current structure of formal education makes it difficult for teachers and students to hold meaningful conversations to support high-school youth's meaning-making of critical social-justice issues. This paper presents data on three high-school youth's knowledge and experiences with social justice issues during the pandemic. Specifically, the paper aims to explore how youth construct knowledge and counter dominant discourses through utilizing informal learning spaces, such as social media platforms, peer and family conversations, as well as personal encounters. In addition, and more importantly, an exploration of how formal education can incorporate social-justice issues into the curriculum is considered. The analysis of these high school youth's interview conversations presents their diverging needs to learn about social-justice topics in both formal and informal learning contexts. The data also illustrates the power of their voices in a way that could inform future curriculum development. Discussions and implications highlight the possibility of creating such ethical spaces in formal education to engage in social-justice topics.

Social justice and health equity are foundational to community health nursing. Arts-based pedagogy has learning and reflexive value for community and population health education within nursing and health professions curricula. Art has been increasingly used in health care and in promoting health, including in nursing education. However, research has not explored the use of arts to teach community health nursing students about social justice. The objective of this study was to understand how the inclusion of a collaborative artistic process relates to the understanding of social justice issues for second-year baccalaureate nursing students enrolled in a community health nursing course. Visual art and symbolic components were added to an existing group concept mapping assignment of community health nursing interventions from a social justice approach. We engaged in analysis within interpretive phenomenological inquiry to understand and share students' experiences with constructing and giving meaning to symbols and art pieces, internalizing the concept of social justice, and collaborating with group members. Students used symbols and visual representation to explore social justice and health. Students' narrative reflections encompassed experiences finding personal power, engaging in empathy, reflecting on their own position and privilege, and benefitting from non-traditional forms of learning. Students recounted group processes that deepened their understanding of concepts, increased their appreciation of the need for advocacy, and enabled creative freedom in the context of collective vision. The addition of a collaborative creative, artistic process enhanced students' learning about social justice and health.

The objective of this research is to examine the reading texts in the coursebooks for teaching Turkish as a foreign language in terms of their reflection of core values. Employing a qualitative research model, data were collected through document analysis method. The data set of this study comprises 124 reading texts in the B1 and B2 level of coursebooks published by Yedi Iklim, Gazi, and Yeni Istanbul publishing companies. These texts were scrutinized according to ten core values in Education (justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, altruism) determined by the Board of Education of the Ministry of Education, Turkey in the year of 2017, and the obtained data were analyzed using content analysis technique. The results of the study have revealed that Yedi Iklim B1 Textbook contains 90 core values, whereas B2 Textbook contains 156 core values. Likewise, Gazi B1 Textbook comprises 82 and B2 Textbook has 152 core values. It has also been determined that Yeni Istanbul B1 Textbook is composed of 156 core values and B2 Textbook contains 87 core values. In total, it has been found out that, 723 core values are comprised across all texts in the dataset. Among these values in the texts, altruism (f=91), honesty (f=88), and self-control (f=78) are the most frequently addressed core values while justice (f=64), patience (f=63), and love (f=62) are the least addressed ones.

This article describes inclusive education based on gender equality, disability and social inclusion (GEDSI) in elementary schools. The research was conducted because the school work plan for inclusive education has not yet included gender equality, disability and social inclusion in elementary schools in Central Java, Indonesia. Elementary school managers still adhere to an exclusive and segregated paradigm, and they are not one hundred per cent inclusive in managing elementary schools. This impacts gender bias, injustice to children with disabilities, and the lack of social inclusion. The research used the participatory action research method through the empowerment of 20 school principals under the Educational Institution Ma'arif Nahdlatul Ulama of Central Java, Indonesia, with the stages of introduction, inculturation, team organizing, action planning, action, evaluation, and reflection. The research findings state that the inclusive education program based on GEDSI is a program prepared in the school work plan by including elements of gender justice, disability, and social inclusion in the standards of content, process, graduate competencies, educators and education personnel, facilities and infrastructure, management, financing, and assessment. The implementation of inclusive education based on GEDSI in 20 elementary schools is carried out through annual programs, semester programs and learning activities. The implementation of this program involves all stakeholders in the school, from the head to the students. Future research must explore inclusive education based on GEDSI in the curriculum and technical aspects of learning.

Ethical leadership has proven to be pivotal in fostering efficiency and effectiveness across various organizations. It cultivates employees' confidence, commitment, job satisfaction and enhances their performance, thereby contributing to organizational stability and competitiveness. Given its significance, ethical leadership has become a global priority, garnering attention from both organizations and educational institutions. This study conducts a literature review on the adherence to ethical leadership among school principals in primary and secondary schools. Specifically, it examines whether these leaders demonstrate ethical leadership attributes in their daily practices. Employing a systematic qualitative review design, the exploration unfolds through three stages: searching, reviewing, and synthesizing existing literature. The findings unveil instances of both compliance and noncompliance towards ethical leadership among school principals. On the positive side, school principals are depicted as exhibiting attributes such as integrity, fairness and justice, concern for others (people orientation), ethical guidance, responsibility, role modeling, and openness. Conversely, instances of deviation from ethical leadership attributes are also noted, including actions such as undermining the dignity of others, displaying favoritism, indiscreet information sharing, prioritizing personal gain, and irresponsibility. Based on these findings, the study advocates for a comprehensive approach to nurture ethical leadership among school principals. By addressing both compliance and noncompliance, the paper contributes to advancing knowledge relevant for enhancing leadership practices that not only align with educational goals but also establish a foundation for sustained school effectiveness.

This current study measured the impact of a one-time semester-long course-based civic engagement activity on student learning and participant impact, particularly participants' willingness to engage in community dialogue and promote awareness of social justice issues within their communities. The service-learning project involved on-campus and online students from three criminal justice courses and a hybrid format event titled "Finding Common Ground: Social Justice Issues Surrounding Mental Health & Mental Illness & Disorders" at a Midwestern teaching institution. The two-hour event included roundtable discussions to promote open dialogue about mental health and mental health illness and disorders. Learning and self-impact were measured via self-constructed questions and the Civic Engagement Short Scale Plus (CES[superscript 2+]). Results indicated increased endorsement for community engagement and positive qualitative feedback on self-empowerment. The findings provide insights into the potential benefits of service-learning activities, such as mental health community roundtables, for fostering community dialogue, personal growth, and social justice activism. The insights gained from the current study can inform future planning and enhancement of civic engagement initiatives while also contributing to developing community-based education and outreach strategies.