Full Description
The SoJo Journal: Educational Foundations and Social Justice Education is an international, peer reviewed journal of educational foundations. San Jose State University hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that challenge the existing state of affairs in society, schools, and (in)formal education.
The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international foundations of education journal. For instance, three of the leading journal in education foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it brings together scholars and practitioners from disciplines outside of educational foundations, who are equally committed to social change and promoting equity and social justice inside and outside of K-16 schools.
The SoJo Journal: Educational Foundations and Social Justice Education's audience is K-12 teachers, K-12 teacher educators, educational leaders, social activists, political economists, and higher education personnel across the globe. The journal is marketed to Educational Foundation, Teacher Education, and Educational Leadership programs, which have embraced the intellectual work of the various editorial members.
Contents
Chapter 1.The Intersections of Individuals and Institutions: Critical Engagement, Consciousness, and Whiteness in Teacher Preparation; Stephanie Behm Cross, Alyssa Hadley Dunn, Rogers S. Smith, and Jessica James Hale.
Chapter 1. Privilege and Resistance in the Utah Bubble: The Combination of Race and Religion; Brianne Kramer.
Chapter 2. Technological Equity for the Greater Good: At -Promise Students' Technology Access and Outcomes; Neffisatu Celestine Dambo, Patrice M. Leverett, and Randolph Burnside.
Chapter 3. Centering the Margins: Critical Pedagogical Practices in an Educational Leadership Doctoral Classroom; Brandelyn Tosolt.
