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020 _a9783319084312
_9978-3-319-08431-2
024 7 _a10.1007/978-3-319-08431-2
_2doi
035 _ato000543716
040 _aSpringer
_cSpringer
_dRU-ToGU
050 4 _aLC189-214.53
072 7 _aJN
_2bicssc
072 7 _aJHBC
_2bicssc
072 7 _aEDU040000
_2bisacsh
082 0 4 _a306.43
_223
100 1 _aMthethwa-Sommers, Shirley.
_eauthor.
_9449530
245 1 0 _aNarratives of Social Justice Educators
_helectronic resource
_bStanding Firm /
_cby Shirley Mthethwa-Sommers.
260 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2014.
300 _aVIII, 107 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _aChapter 1: Introduction -- Chapter 2: What is social justice education? --  Chapter 3: Introduction to social justice educators -- Chapter 4: Personal Influences -- Chapter 5: Positionality Influences -- Chapter 6: Influences from the field -- Chapter 7: Global, Social and Historical Influences -- Chapter 8: The role of spirituality and religion -- Chapter 9: Fluidity of subjectivity.-Chapter 10: Conclusion: Standing Firm and An invitation to social justice education.
520 _aThis book presents narratives of eminent social justice educators, which provide a window into why these educators have made it their mission to educate for attainment of social justice; it succinctly defines what social justice education is and what it is not.  Eleven nationally and internationally eminent narratives of social justice educators, namely, Beverly Daniel Tatum, Sonia Nieto, Kevin Kumashiro, Valerie Ooka Pang, Teresita Aguilar, Gaille Canella, Christine Sleeter, Julie Andrzejewski, Norma Bailey, Kent Koppelman, and Cathy Pohan, are featured.  Racial, gender, socio-economic class, and sexuality diversity of the social justice educators enriches the book by providing multidimensional perspectives on the impact of social positioning in choosing to educate for social justice. Chapter One, “Introduction to Social Justice Educators,” provides an in-depth introduction to the social justice educators who are featured in the book.  It delineates reasons they were selected to participate in the study of narratives for social justice educators. This chapter highlights diverse paths that contributed to the participants engaging in social justice education and outlines all their contributions to social justice education. Chapter Two, “Personal Influence,” describes the participants’ personal influences and how formative years of interacting with family members and peers contributed in shaping their identities as social justice educators.  In addition, this chapter examines how their varied racial, gender, and sexuality identities served to prepare them for their profession. Chapter Three, “Professional Influence,” offers a window into the participants’ professional life influences on their choice to work toward social justice education.  The educators discuss the impact of individual teachers and professors, the field in which they work and exposure to specific curriculum and readings that served to ignite their interest in educating for social justice. Chapter Four, “ Impact of Social and Historical Events,” explores the influence of social and historical events had in the evolution of social justice educators.  Such events compelled social justice educators to critically reflect on their roles in society and the importance of engaging in social justice activism through their work. Chapter Five, “ Reasons for Standing Firm,” focuses on reasons that keep social justice educators holding firm to their convictions of social justice education and teaching for social change.  It explores the role of spirituality and their sense of commitment. Chapter Six , “Epilogue,”  offers a synthesis of the experiences of social justice educators, implications for teacher education programs, and lessons that can be gleaned from their narratives. Stories from the social justice educators provide theoretical and pedagogical frameworks for teaching about social justice issues in education. Each chapter concludes with lessons that can be gleaned from the narratives and applied when working with students.
650 0 _aeducation.
_9566270
650 1 4 _aEducation.
_9566271
650 2 4 _aSociology of Education.
_9312715
650 2 4 _aEducational Policy and Politics.
_9312714
650 2 4 _aTeaching and Teacher Education.
_9316041
710 2 _aSpringerLink (Online service)
_9143950
773 0 _tSpringer eBooks
830 0 _aSpringerBriefs in Education,
_9446006
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-08431-2
912 _aZDB-2-SHU
999 _c400786