Description
Transformative Approaches to Social Justice Education is a book for anyone with an interest in teaching and learning in higher education from a social justice perspective and with a commitment to teaching all students. This text offers a breadth of disciplinary perspectives on how to center difference, power, and systemic oppression in pedagogical practice, arguing that these elements are essential to knowledge formation and to teaching. Transformative Approaches to Social Justice Education is structured as an ongoing conversation among educators who believe that teaching from a social justice perspective is about much more than the type of readings and assignments found on course syllabi.
Drawing on the broadest possible definition of curriculum transformation, the volume demonstrates that social justice education is about both educators’ social locations and about course content. It is also about knowing students and teaching beyond the traditional classroom to meaningfully include local communities, social movements, archives, and colleagues in student and academic affairs.
Premised on the notion that continuous learning and growth is critical to educators with deep commitments to fostering critical consciousness through their teaching, Transformative Approaches to Social Justice Education offers interdisciplinary and innovative collaborative approaches to curriculum transformation that build on and extend existing scholarship on social justice education. Newly committed and established social justice pedagogues share their experiences taking up the many difficult questions pertaining to what it means for all of us to participate in shaping a more just, shared future.
Table of Contents
Contents
Foreword – Alma Clayton-Pedersen and Frank Hernandez
Introduction – Nana Osei-Kofi, Bradley Boovy, and Kali Furman
Section 1 – Archives and Power: Engaging History Collaboratively
- Kali Furman - Student Activism and Institutional Change: A History of the Difference Power and Discrimination Program at Oregon State University
- Natalia Fernández – Collaborations between Professors and Archivists: Engaging Students with their Local Community History
- Natchee Blu Barnd – Scripting Change: The Social Justice Tour of Corvallis
- Stephanie Jenkins and Martha Smith – Universal Design for Instruction and Institutional Change: A Case Study
- Jenny N. Myers– Critical Pedagogy Online: Opportunities and Challenges in Social Justice Education
- Sharyn Clough – Peace Literacy, Cognitive Bias, and Structural Injustice
- Erich N. Pitcher and Charlene C. Martinez – From Here to There: Educating for Wholeness
- H. Rakes and Qwo-Li Driskill – "The Tree of Anger:" Queer and Trans Studies in the Difference, Power, and Discrimination Program at Oregon State University
- Marta María Maldonado – Reflections on Race/Ethnicity, Gender, and Labor in the Latinx Studies Classroom
- Allison Hurst – Talking About Class
- Bradley Boovy and Nana Osei-Kofi – Teaching about Race in the Predominantly White DPD Classroom: Teacher as Text
- Amy Koehlinger and Kryn Freehling-Burton – Religious Bias, Christian Privilege, and Anti-Muslimism in the DPD Classroom
- Ronald Mize - ¡Sí, se puede! Teaching Farmworker Justice in the Land Grant University
- Glencora Boradaille – Listen up, STEM: We Don’t Just Teach Facts
- Marisa Chappell and Linda Richards – "Show, Don’t Tell": Teaching Social Justice at the Source
Section 2 – Frameworks for Transformative Pedagogies
Section 3 – Destabilizing Dominant Narratives
Section 4 – Rethinking Approaches to Disciplinary Content
Afterword – Susan Shaw
