Handbook on Promoting Social Justice in Education (Springer Reference)

Foreword
Preface
Acknowledgments
Contents
About the Editor
About the Section Editors
Contributors
Part I: Broad Realities of Social Justice
	1 Achieving Inclusive and Equitable Quality Education for All
		Seeking a Definition of Social Justice in Education
		What Is Education for All?
		United Nations´ Sustainable Development Goals
		Universal Primary Education
		Quality Education
		What Is Social Justice in Education and Why Is Goal for Its Achievement Still Needed in the Twenty-First Century?
		Capabilities as Fundamental Entitlements
		Obstacles to Social Justice in Education
		Cultural Variations
		Sociopolitical Issues
		Addressing the Needs of Those with SEND
		Case Studies
			The Asian Context: India - First-Generation Learners
		Emerging Themes
		Previous Experience of Schooling
		Children´s Beliefs About the Focus NGO School
		Aspirations
		Support and Obstacles to Learning
		Findings
			Positive
			Negative
		Discussion
		The West African Context: Sierra Leone - Developing Inclusion Policy for Learners with Disabilities
		Research Context
		Inhibitors of Progress
		Recommendations for Action
		Policy Development
		The Latin American Context: Supporting Indigenous Learners
		Community-Driven Development
		Developing the Capabilities of Indigenous Learners
		Challenges Around Social Justice in Education for Indigenous Learners
		A Framework for Social Justice in Education
		Concluding Thoughts
		References
	2 Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education
		Introduction: Mobility and Superdiversity
		Challenge 1: From Exclusion to Inclusion
		Challenge 2: Enhancing Successful Integration Through Languages Education
		Policy Responses 1: Multicultural and Multilingual Education Policy
		Policy Responses 2: Community Languages and Ethnic Schools - The Case of Australia
		Policy Responses 3: Anti-racist Education
		Policy Responses 4: Citizenship and the Monolingual Mind-Set
		Policy Responses 5: New Spaces of Multilingualism in Education and Beyond
		Strategy 1: A Paradigm Shift
		Strategy 2: Bottom-Up Language Planning Initiatives
		Strategy 3: Education for Global Citizenship
		Strategy 4: Technology
		Strategy 5: Service Learning and Activist Pedagogy
		Strategy 6: Toward an Activist Languages Education Pedagogy
		Conclusion
		References
	3 Lessons Learned in the Pursuit of Social Justice in Education: Finding a Path and Making the Road
		Finding a Path and Making the Road: An Introduction Honoring Elders
			Honoring Elders
			Operationalizing the Challenge
		A Collective Action Network and Its Working Space
			The People and Their Workplaces
			The Working Space
		Nodes in the Network: Grassroots Efforts in Pursuit of Social Justice
			Principal Preparation: (Re)purposing the Master´s Tool
			Community as Text: Honoring the Power of Place and Wisdom of People
			Police Training Inside-Out
			Interrupting Violence
			Improving Schools from Within
			Math Misplacement
			The MANUP Program
		Conclusion
		References
	4 Missing Non-Western Voices on Social Justice for Education: A Postcolonial Perspective on Traditions of Humanistic Marginali...
		Introduction
		The Historical Origins of Social Justice: Revisiting Mesopotamia
		The Confucian Social Justice Tradition
		The Islamic Tradition of Social Justice
		First Nations Social Justice Traditions
		Conclusion
		References
	5 Political Agendas in Public Education
		Social Justice Within the Politics of Education
		Historical Education Reform
		Poverty and Academic Achievement
		Charters, Foundations, and Politics
		Analysis of the Federal Reform Initiatives
		Conclusions and Future Federal Initiatives
		References
	6 Private Interests and the Common Good: Conflicting Priorities in a School Choice World
		School Choice, Privatization, and Quasi-privatization in International Contexts
		Charter and Charter-Like Schools
		Vouchers
		Three Case Illustrations
			The United Kingdom
			Chile
			Puerto Rico
		Trends in the Expansion of Choice
		Conclusion
		References
	7 Problematizing the Social in Social Justice Education
		Problematizing the Social in Social Justice Education
		Personal Experience(s) and Social Justice Frames
		Moving the Discussion Forward
		Dilemmas and Alternatives
		Rereading the Social
		Identity and Affiliation (esp. Us v. Them)
		Boundaries and Borders
		The Complex Sociopolitical Subject
		The Imperium and Other Oppressive Forces
		Promoting Social Justice Education Within the Imperium
		Conclusion
			Doing the Work
		References
	8 Restricting Social Justice Practices in Public Education: The Neoliberal Stronghold
		Introduction
		Primacy of Neoliberal Reform in Education
			High-Stakes Testing
			Performativity
			School Choice Options
		Bureaucratic Schooling: Policies and Processes
			Contextualizing Neoliberalism in Education Policies
			Curricula Control
			Changing Professional Identities of Educators
		The Social Justice Imperative
			Policies: Then and Now
			Undermining Public Education
			Using Social Justice Practices to Address Educational Inequity in Schools
		Conclusion
		References
	9 Rethinking Social Justice in Education: An Epistemological Approach
		Introduction
		Social Justice in Education in England
		Rethinking Social Justice in Education
		Wittgenstein: An Epistemological Approach
		Social Justice as an Essentially Contested Concept
		Conclusion
		References
	10 Social Justice Perspectives on Education, Skills, and Economic Inequalities
		Theoretical Perspectives on Social Justice
			Antecedents: The Social Contract, Utilitarianism, and Libertarianism
			Rawls´ ``Justice as Fairness´´
			Sen´s Idea of Justice
		Education, Skills, and Inequality
			Foundational Theories on Absolute and Positional Returns to Education
			Skills and Income Inequality
		Social Justice Perspectives on Skills in the Labor Market
			Access to High-Skills Education
			Returns from High-Skills Education
		Conclusion
		References
	11 Education and Development: School and Its Role in Lifelong Learning
		School: A Key Player in Development
		Access to Complete and Universal Knowledge: Myth or Reality?
		Developing Intellectual Curiosity and the Thirst for Learning
			School and Knowledge
			The Pleasure of Reading
		Ensuring the Child Is Happy at School
			What Comparative Education Can Tell Us About Learning to Live with Others
		Learning Foreign Languages
			Education Without Borders
			What Is at Stake in Educational Exchanges?
			Developing Educational Exchanges
		Training Teachers in Comparative Education, in the Service of Development
		Learning for Educational Exchanges
		Learning for Understanding the Other and Learning for Pluricultural Skills
			The Concept of Culture
			Approaches to the Literature of Other Cultures
			Developing the Ethical Dimension
		Conclusion
		References
	12 Language and Social Justice
		Language Matters
		Language as Social Practice
		Critical Language Awareness
		CLA and Ideology
		Critical Language Awareness, Education, and Social Justice
		Critical Literacy and Social Justice
		Conclusion
		References
	13 Tensions Between Education and Development in Rural Territories in Chile: Neglected Places, Absent Policies
		Introduction
		(Rural) Space/Place and Policies: The Spatial and Economic Chilean Context
			Outlining ``Rural´´ in the Chilean Case
			Economic Development Perspectives for Rural Areas in Chile
		What Is Rural Education? Discourses About Rural Education
		Rural Education Polices, Programs, and Initiatives in Chile
		Perspectives from Academics and (Private) Policy Makers
			An Absent Policy
			Rural Transformation
			The Profile of the Rural Student from the Rural Education Policy: The Prefigured Worker-Employee
		Discussion
			The Absence of Policy as a Technology of Invisibility
			The Intimate Relation and the Problem of Development
			Rural Education as an assemblage and Schools as a Dispositif Which Produces Subjectivity: The Prefigured Worker-Employee
		Conclusion
		References
	14 Social Justice in Turkish Education System: Issues and Interventions
		Introduction
			Demography and Schooling in Turkey
			Macro-economic Indicators in Turkey
		Turkish Education System and Social Justice
			Brief Literature Review on Social Justice in Education in Turkey
				Social Justice in Education Literature from Micro-sociological Perspective
				Social Justice in Education Literature from Macro-sociological Perspective
		Conclusions
		References
Part II: Leadership Courage and Inspiration
	15 Prophetic Criticism in Educational Leadership: Navigating Its Cultural Terrain
		Disrupting and Re-centering Culture in Educational Leadership for Diverse Communities
		A Prophetic Approach to Cultural Studies in Educational Leadership
		Leading and Learning Through ``Public´´ Education in the Community
		Conclusion
		References
	16 Critical Development of Courage Within Social Justice School Leaders: Silence, Tempered Radicals, and Revolutionaries
		Introduction
			Underlying Assumptions
		Social Justice Leadership
			Challenges Social Justice Leaders Face
		Three Approaches to Addressing School Inequities
			Silence
			Tempered Radicals
			How Slow Is Too Slow?
			Revolutionaries
		The Development of Courage
			Experiential Learning
			Reflection
			Confronting Fear Through Strategy
		Conclusion
		References
	17 Social Justice Leadership and Navigating Systems of Inequity in Educational Spaces
		The Case of Professors Moving from Disgruntled to Change-Making
		The Case of Disrupting Racism: White Teachers in White T´s
		The Case of Disrupting Heteronormativity at the Elementary Level
		Themes
			First Theme: Recognizing Exclusion
			Second Theme: Recognizing Being Marginalized
			Theme: It Became Personal
			Theme: Compromising and Suppressing
			Theme: Sacrifices Had to Be Made for Managing Our Lives
			Theme: Finding Voice
			Theme: Organizing with Others
			Theme: Overcoming Barriers
			Theme: Intervene Early
			Theme: Legitimacy
			Theme: Tangible Symbols
			Theme: Funding and Structure
			Theme: Support Networks
			Theme: Success
		Conclusion
		References
	18 Leadership Practices for Supporting Equity in the PreK-12 Educational Setting
		Supporting Equity in the PreK-12 Educational Setting
		The Difference Between Equality and Equity
			Social Justice
		Inequity in the PreK-12 Education Setting
			School Funding
			Leadership Practices That Support Equity
			Instructional Leadership
			Leading for Multiculturalism and Implementing Inclusionary Practices
			Possible Solutions for Leading for Equity in the PreK-12 Educational Setting
			Conducting an Equity Audit
			Monitoring and Evaluating Inclusionary Practices
		Conclusion
		References
	19 School Leaders´ Political Identity-Advocacy in Addressing Social Justice-isms
		School Leadership and Micropolitics
		Social Justice, -Isms, and School Micropolitical Cultures
		Principled, Micropolitical School Leadership and Advocacy
		Conclusions
		References
	20 School Leadership: Implicit Bias and Social Justice
		Introduction
		Defining the Leadership Link
		Implicit Bias
			Academic Effects
			Discipline Effects
			The School-to-Prison Pipeline
			Reduction and Remediation
				Decision-Making Supports
				Information Building
				Intergroup Contact
				Mindfulness
				Summary
		Social Justice Leadership to Reduce the Impact of Implicit Bias
			Mental Models
			Possible Problems with a Social Justice Orientation
				Get-it-ness
				Arguing
				Suffering
				Clique-ing
				Summary
			Toward Social Justice Leadership in K-12 Schools
				Relationships
				Flexibility
				Morality
			A Conceptual Framework of Implicit Bias Through the Lens of Social Justice Leadership
			Relationships and Implicit Bias
			Flexibility and Implicit Bias
			Morality and Implicit Bias
		Conclusion
		References
	21 Principal and School Counselor Collaboration Toward More Socially Just Schools
		The Case for Social Justice in Schools
		Barriers to Principal-School Counselor Collaboration
		The Principal´s Role in Promoting Social Justice
		The School Counselor´s Role in Promoting Social Justice
		Principal and School Counselor Collaboration for Social Justice
			Social Justice Identity
			Resource Alignment
			Role Alignment
			Communication
			Leadership and School-Wide Data-Based Decision-Making Teams
		Principal-School Counselor Relationships in International Contexts
		Implications
		Conclusion
		References
	22 Exemplary Leadership in Diverse Cultural Contexts
		Introduction
		Graduation Rates for Blacks and Latinxs Are Well Below the National Average in Most States
		Blacks Represent Three Times the Prisoner Population: Failure to Graduate Is a Considerable Risk Factor
		Strong School Leadership Can Influence Graduation Rates and Student Achievement
		Effective School Leadership Can Influence Graduation Rates and Student Achievement
		Culturally Relevant Leadership Practices
		A Framework for Culturally Relevant Leadership
		Practices of Exemplary Principals
		Personalize the Data
		Get the Right Teachers in the Classroom
		Strategically Recruit Diverse Teachers
		Create Academic Affinity Groups and Scholar Support Programs
		Collective Leadership
		Defining Teacher Leadership
		Framework for Teacher Leadership
			Domain 1: Instrumental
			Domain 2: Intrapersonal
			Domain 3: Interpersonal
			Domain 4: Organizational
		Conclusion
		References
	23 Educational Reform in the USA: Superintendents´ Role in Promoting Social Justice Through Organizational Justice
		Structure of Public Education in the USA
			State Responsibilities
			School District Responsibilities
			District Superintendent Responsibilities
			Educational Reform in the USA and Implications for Superintendents
			Changing Demographics
		Social and Human Capital
			Social Capital Theories
			Human Capital Theories
			Social Justice and Superintendent Leadership
			Organizational Justice
			Organizational Justice and Superintendent Leadership
			Intentional Social Justice
		Superintendent Role Characteristics
			Teacher-Scholar Role
			Organizational Manager Role
			Democratic-Political Leader Role
			Social Scientist Role
			Communicator Role
		Changing the Organizational and Social Architecture of School Districts
		Conclusion
		References
	24 A Social Justice Challenge for School Leadership in Australia
		Managerialism, the ``Democratic Deficit´´ and Social Justice
		Is Accountability Stronger or Weaker?
		Has Performance Been Enhanced or Public Employees´ ``Roles and Values´´ Been Worn Away?
		Does ``Networked Governance´´ Lead to a ``Hollow State´´?
		NAPLAN, My School, School Autonomy, and Performance Pay
		NAPLAN and My School
		Independent Public Schools
		Performance Pay
		Analyzing the Reforms: Social Justice, the ``Democratic Deficit,´´ and School Leadership
		Conclusion
		References
	25 School Leadership and Social Justice: A Conceptual Analysis with Some Observations in Hong Kong
		An Unexamined Link Between School Leadership and Educational Inequality
		The Existing Education System in Contemporary Hong Kong
		Existing School Policies and Teaching Practices
			Student Admission: Recruiting Academically Stronger Students vs Equality/Equity for Students
			Ability Grouping: Effectiveness (and Efficiency?) for the School vs Equality/Equity for Students
			School Discipline: Branding and Effectiveness for the School vs Liberation for Students?
		Conclusion
		References
Part III: Community Culture, ``It Takes a Village,´´ and Wellbeing
	26 Culture and the Production of School Inequality
		The ``What´´ of Culture
		The ``How´´ of Culture in Schools
		Alternatives to Default Beliefs and Practices in Schools
		Conclusion
		References
	27 Different Schools, Different Cultures
		Introduction
		Nested Inequalities: How Schools Differ in Terms of Input, Culture, and Outcome
		Differences Within a State
		Differences Within School Districts and Municipalities
		Differences Within Schools
		Empirical Cases
		INI Education Initiative: The Case of a Question-Driven and Culturally Adaptive Educational Assistance Model
			Lessons from the Field
		Results from Data Analysis
			Neglect of Parental Responsibilities
			Neglect of Teachers´ Responsibility
		Discussion
		University of Enkare Nyrobi: Soka University Exchange Program - The Case of an Exchange Program for Fostering Global Citizens
			Methods
			Findings and Discussion
		Conclusion
		References
	28 Grassroots Projects and Social Inclusion: Using Surplus Food to Facilitate Education, Reduce Deprivation, and Achieve Susta...
		Introduction
		Food Waste
		Food, Social Inclusion, and Democracy
			Food, Health, and Wellbeing
			Food, Inclusion, and Equality in Education
		The Role and Significance of Breakfast
			The Provision of Breakfast
		The Food Justice Movement
		Conclusion
		References
	29 Adult Community Learning, Wellbeing, and Mental Health Recovery
		Introduction
		Social Inequalities and Mental Health and Wellbeing
		ACL and the Social Inclusion and Mental Health and Wellbeing Agendas: The UK Context
		The Impact of ACL on Wellbeing and Mental Health Recovery: The Role of Mutuality
			ACL for Older Adults
			Mental Health ACL
			ACL and Mental Health and Wellbeing: Possible ``Disbenefits´´
		Conclusions: Meeting Mental Health and Wellbeing Needs in ACL
		Funding
		References
	30 Spatial Production and Hybrid Placemaking in Marginalized Communities: An Academic Love Letter to Our Sons
		Theorizing Hybrid Placemaking
		Placemaking as Praxis: Insights from Theories of Spatial Production
		Lefebvre´s Theory of Spatial Production
		Hybrid Placemaking and the VLCP: Illustrating Lefebvre´s Dimensions of Spatial Production
		Illustration One: On the Refugee Dispersal Policy
		Illustration Two: The VLCP and the Spatial Order of Things
		Illustration Three: The VLCP and the Politics of Pseudo-natural Boundaries
		An Academic Love Letter to Our Sons: Hybrid Placemaking for/with Our Sons
		A Postscript and Eulogy
		References
	31 Reminiscence Therapy and Intergenerational Interventions for Enhancing Self-Identity and Social Inclusion of Older People a...
		Introduction
		Introducing the Reminiscence Therapy Approach
			Dementia
			Reminiscence Therapy
			Effectiveness of Reminiscence Therapy for Older People
			Effectiveness of Reminiscence Therapy for PLDs
		Intergenerational Reminiscence Interventions
			Montessori-Based Activities for the Care of PLDs
			Using Intergenerational Learning to Foster Greater Understanding Between Generations and Increase Social Inclusion
				Overview of What Is Known of Intergenerational Interventions
				Effectiveness of Intergenerational Programs
		Conclusions and Implications for Practice
		References
	32 Contribution of Schooling to Community Development in African Countries
		The School in Africa: An Ambiguous and Uncertain Adventure in Postcolonial Africa
		The Dividends of Schooling in Africa
		Which Model of Schooling Will Serve Community Development and African Development?
		Conclusion
		References
	33 Vulnerable Children, Young People, and Families: Policy, Practice, and Social Justice in England and Scotland
		Introduction: The Rise of Vulnerability
		Can Vulnerability Be Defined?
		National Policy for Vulnerable Children, Young People, and Families Since 2010
			England
			Scotland
			The Rise of Vulnerability in Recent Education Policy in England
		A Case Study of a Families Programme
			Impacts
			Factors Affecting the Families Programme
				Schools´ Collaboration with Other Agencies
				Mediating Role Between Family and School
				Building Relationships with Families and Involving Them in Decision-Making
		Conclusion: Vulnerability and Social Justice in Education
		References
	34 Social Inclusion in Education in the Commonwealth Caribbean
		Introduction
		Purpose and Methodology
		Theoretical Framework
		Contextual Background
			Demographic
			Education
		Social Class Bias in the Structure of Educational Provision
		Curriculum Differentiation
		The Underachieving Male
		Education in Deep Rural Areas
		The Interventions
			The Grade 10-11 Program (Jamaica)
			The Reform of Secondary Education (Jamaica)
			EduTech 2000 (Barbados)
			The Hinterland Teacher Training Program (HTTP)
			The Caribbean Secondary Education Certificate (CSEC)
		Challenges to Social Inclusion in Education
			Attitudes, Perceptions, and Conflicts of Interest
			The Powers of Exclusion of External Examinations
			A Poorer Quality of Education for the Lower Social Class
		Gendering of Knowledge
		Teacher (In)Effectiveness
		Inadequate Physical and Financial Resources
		Conclusion
		References
Part IV: Ethics, Care, Grace, and Safe Spaces
	35 Ethical Decision-Making in Educational Leadership
		Ethical Decision-Making in Educational Leadership
		Ethical Decision-Making Defined
		Deontological Approaches or Ethics of Duty
		Teleological Approaches or Ethics of Consequences
		Axiological Approaches or Ethics of Virtue
		Forms of Justice
		Kidder´s Ethical Checkpoints
		Conclusion
		References
	36 The Aesthetic Pursuit of Educational Leadership for Social Justice: Grace in the Struggle
		Reclaiming Grace for Leading Education in an Era of Inequality
		Leading Education Aesthetically (Gracefully)
		Grace as a Deviation from the Norm: Rule-Breaking Preserved in Privileged Spaces
		Graceful Strategists: An Aesthetic of Ugly in Creating and Countering Normalcy
		Grace in (Political, Physical) Movement: Sensing Change
		Black Arts (Movement) and Racialized Aesthetics
		Poised to Lead in an Affective Economy of Care
		Transitional Justice, Global Justice, and Issues of Aesthetic (Curriculum) Leadership
		Conclusion
		References
	37 A Decision-Making Model for Promoting Social Justice Through the Ethic of Justice, Ethic of Care, and the Ethic of Grace
		The School Principal
		The Principal and Social Justice
		Moral Responsibility of Educational Leaders
		The Ethic of Justice
		The Ethic of Care
		Ethic of Grace
		Do No Harm in Decision-Making
		Decision-Making
			Theoretical Foundation
				Stages of Decision-Making
				Recognition of Decision Candidate
				Images
				Framing
				Social Justice Orientation Criteria
					Ethic of Justice
					Ethic of Care
					The Ethic of Grace
				Compatibility Test
				Profitability Test
				Decision Adoption
		Recommendations
		Conclusion
		References
	38 Participatory Engagement and Outreach as a Safe Communication Space for School Students
		Introduction and Background Information
		Collaborative Content Analysis Process Initiated
		Revelations and Discussions
		Why Participatory Engagement and Outreach Approach
		Participatory Engagement and Outreach as a Creative Expression and Learning Spaces for Social Justice
		Conclusions
		References
Part V: Creative Curriculum, Resistance, and Innovation
	39 Role of Educational Leadership in Confronting Classroom Assessment Inequities, Biased Practices, and a Pedagogy of Poverty
		Why Injustices Inherent in Classroom Assessment Practices Receive Little Attention
		Understanding Assessment for Social Justice: An Executive Summary of Assessment Types and Purposes
		The Characteristics of High Quality Classroom Summative Assessments
		Students Have Assessment Rights and Should Learn Assessment Responsibilities
		The Relationship Between Summative Assessment Practices and a ``Pedagogy of Poverty´´
		Not All Classroom Summative Assessments Are Created Equal
		A Two-Pronged Issue: The Quality of the Data and the Soundness of the Interpretation
		The Gap Between Teacher Assessment Competence and Confidence
		The Accuracy of Classroom Assessment Practices and the Reasons Teachers Give for Their Summative Decisions
		The Impact of Assessment Practices on Student Motivation to Learn
		Conclusion
		References
	40 The Middle Social Studies Curriculum as a Site of Struggle for Social Justice in Education
		Introduction
		The Curriculum, Power, and Social Justice
			The Curriculum
			Power
			Social Justice
		Middle Grades Education and the Middle Grades Social Studies Curriculum
			Middle Grades Education
			Social Justice in the Middle School Social Studies Curriculum
			Social Justice and the Social Studies
		Curriculum as Site
			Space
			Curriculum as (Contested) Space
			Curriculum as Spaces of Opportunity
		Additional Curricular Frameworks and Conceptualizations
			Culturally Relevant/Sustaining Pedagogy
			(Youth) Participatory Action Research
			Critical Race Theory
			Post-Structuralist Views of Curriculum
			Place-Based
		Conclusion
		References
	41 Social Justice in Educational Policy and Practice with Particular Reference to Early Childhood
		Introduction
		The Components of Social Justice
			Fairness
			Opportunity
			Respect
		Implications for Policy and Practice
			Access, Type, and Availability of Services
			Curriculum
			The Hidden Curriculum
			Pedagogy
			Communicating with Families
		Conclusion
		References
	42 Artmaking as Sensemaking: A Conceptual Model to Promote Social Justice and Change
		Deepening Understanding of Social Justice-Oriented Work
			Artmaking as Sensemaking
			Sociocultural Artmaking as Sensemaking
		Conclusion
		References
	43 The Art of Portraiture: An Urban School Art Teacher´s Use of Art as Creative Resistance
		Critical Pedagogy and the Arts: The Introduction
		Review of the Literature: Critical Arts Pedagogy
		Meet the Critical Art Teacher: Dr. Gee
		Theoretical Framework
		Positionality of the Author
		Critical Race Portraiture: Methodological Perspectives
		Dr. Gee: Critical Race Art Educator
		Critical Race Art Education: Cruising the Los Angeles Landscape
		Conclusion
		References
	44 The Power of Artmaking to Deepen Ways of Knowing and Responding to Injustices
		Artmaking as Process
		Providing Context
		Arts-Based Inquiry and Imaginative Thinking
		Social Justice Education
		Artmaking and Social Justice
		Artmaking as Engagement
		Person-Centered Artmaking Considers Context
		The Process of Creating Critical Consciousness
		Moving from Consciousness to Activism
		Concluding Thoughts
		References
	45 The Art of Inclusion: Contradictions Affecting Theatre for Development Interventions in Malawi
		Introduction
		Applied Theatre and Theatre for Development
		HIV and AIDS in Sub-Saharan Africa
		Theoretical Influences on Inclusion in TFD
			Paulo Freire
			Augusto Boal
			Christopher Kamlongera
		Case Study Description
			The Network
			The Project: Make Art/Stop AIDS Malawi
		Discussion
			External Formation/Origins of the Project
			Internal Externals (The Insiders That Are Outsiders)
				The Issue of Class and Social Status
			Assumptions of Commonality
			Choice of Medium
				Culturally Insensitive Games and Exercises
			The Performance: Process Versus Product Inclusion
				The Performance
		Conclusion
		References
	46 Study Abroad Programs for Intercultural Competence, Equity Pedagogy, and Social Justice in US Educational Leadership Studen...
		Introduction: Study Abroad and Global Citizenship
		Historical View of Culture Development
		Global Perspective of Culture Development
		Conceptual Framework
		Literature Review
			Why Should Educators/Educational Leaders Study Abroad?
			Social Justice Issues in US Higher Education
			What Are They?
			Racism
			Sexism
			Genderism
			Social Justice Issues in Ireland and Northern Ireland Higher Education
			What Are They?
			How Are These Addressed by Study Abroad?
		Analyzing Outcomes
		Conclusion
		References
Part VI: Socially Just Higher Education
	47 K-12/Higher Education Bridge Approach Toward Social Justice: Leadership Reconsidered
		Introduction
		Conceiving Collaboration
		The Change Factor
		Making It Work
		A More Collaborative Approach
		Transitioning from K-12 to Higher Education
		The Leadership Factor
		Overcoming Barriers to Collaboration
		Conclusion
		References
	48 Leadership Preparation for Social Justice in Educational Administration
		Leadership Preparation for Social Justice in Educational Administration
		Social Justice Leadership
			Why Examine Social Justice Leadership?
			What the Research Says About Social Justice Leadership
		Leadership Preparation
		Leadership Preparation for Social Justice
			Theoretical Perspectives
			Pedagogy
			Practices
			Content
			Desired End Goals
		Tensions in the Research
			Candidate Selection
			Faculty Readiness
			Connection to Standards
			Program Support in the Field
		Conclusion
		References
	49 Hegemony, Principal Preparation, and the Language of the Oppressor: The Elusive Preparation of Socially Just School Leaders
		Principal Preparation: An Overview and Critiques
			Principal Preparation Programs
			Principal Preparation Program Critiques
			Principal Preparation and Special Populations in Schools
		Principal Preparation Programs Problematized
		Preparing Social Justice Leaders
			Defining Social Justice and Social Justice Leadership
			Social Justice Leadership Preparation: A Brief Review
		Moving Beyond: A Vision of Social Justice Leadership
		Conclusion
		References
	50 Politics of Privilege in College Classrooms: Cultural Inequities and the Paradox of Safe Spaces in Critical Andragogy
		Introduction
		Mechanics of the Learning Environment
			The First Session
			Privilege, Bias, and Racism
			Teaching Adult Learners
		Political Powers
			The Political Power of Unheard Voices
			The Political Power of Art
		Suggestions for Faculty, Department Chairs, and Deans
		Conclusion
		References
	51 Accrediting Prior Learning: Tensions Between Its Social Inclusion and Widening Participation Intentions and Current Practice
		Introduction
			Preliminary Research
			Pilot Research
			Main Research Study
		Literature Review
		APEL as an Activity System
		The Barriers to APEL
			Bureaucracy
			Confusion
			Process
			Grading and Rating of Evidence
			Amount of a Qualification That Can Be Claimed
			Support
			Amount of Credit and Level of Credit
		Discussion: The Participants´ Experiences of Using the Technologies
			The Software Application
			The Website
		Conclusions
			The Extent to Which Technology Overcame the Barriers
			The Website
			The Software Application
		Further Implications and Recommendations
		References
	52 The Student of Color Attainment Gap in Higher Education and the Institutional Culture of Equality, Diversity, and Inclusion
		Introduction
		Brief Literature Overview on the Student of Color Attainment Gap
		Equality and Diversity Environments as Zones of Inaction: Racism and Unconscious Bias
			EDI Denies the Need for Anti-racist Strategies
			EDI Has Not Helped Students of Color Who Continue to Experience Racism, Hostility, and Delegitimization
			EDI Has Not Paid Attention to the Qualitative Difference in Terms of Experience Faced by Students of Color
			EDI Has Not Led to the Decolonization of the Curriculum
			EDI Has Not Led to Feelings of Safety from Discrimination and Students of Color Still Experience a Chilly Climate
			EDI Has Led to Pressure to Be Silent About Racism as an Institutional Problem and Has Led to a Return to Focusing on the ``Cul...
			EDI Has Also Enabled the Emergence of the Get Out Clause of ``Unconscious Bias´´ Which Refuses Institutional Racism
		Remedies: Why Strategies Based on Not Acknowledging Institutional Racism Will Fail
		Conclusion: Decolonization and Student of Color Success Within a ``Post-race´´ EDI Environment
		References
	53 Preparing School Leaders to Confront Opportunity Gaps in Suburban Districts
		The Advantages of Suburban Schools: Fact or Fiction
		Changing Demographics: Segregation Moves to the Suburbs
		Segregated Suburban Districts, Disparate Access
		Challenges to School Leaders: The Importance of Using a Systemic Lens
		Preparation for Leading Social Justice Change
		Understanding Social Capital and Its Impact on Student Outcomes
		The Role of Educator Ideology in Perpetuating Educational Disparity
			Impact of Bias on Teacher Behaviors
			Impact of Adult Bias on Students
			Social Justice and the Role of the School Counselor
		Practices That Promote Disparate Access to Opportunity
			The Pervasiveness of Ability Leveling
			``Gatekeeping´´ in Honors and AP Courses
		What Leaders Need to Know and Do to Address Issues of Equity in Suburban Schools
		Creating Readiness for Change
		Leveraging Community Partnerships in Establishing Vision and Support
		Emphasizing the Role of the School in Building Social Capital
		Finding the Right Data to Highlight and Monitor Inequitable Conditions
		Changing the Dialogue from Elective Rigor to Universal Rigor
		Addressing Ideology, Pedagogy, and Relational Skill
			Changing Beliefs
			Focusing on Instruction
			Curricular Improvements
			Selecting Effective Models of Professional Development
			Revising Harmful Assessment and Grading Practices
			Improving the Quantity and Use of Instructional Time
			Providing Culturally Competent School Counseling
			Improving Culture Through Improved Communication and Disciplinary Practices
			Improving Hiring and Retention Practices
		Building Leader Capacity and Sustainability
			Establishing Accountability
			Insuring Sustainability
			Managing Resistance and Maintaining Leader Stamina
		Improving School Leader Preparation Programs
		Conclusion
		References
	54 Bullying and Harassment of Faculty in Higher Education
		Bullying and Harassment of Faculty in Higher Education
		Workplace Bullying: A Prevalent Problem
		What Constitutes Bullying Behavior?
			Bullying of Higher Education Faculty
			A Target on Their Back
		``Why Can´t I Get a Witness?´´ Lack of Bystander Involvement in Bullying
		How to Be Proactive in Preventing or Stopping Faculty Bullying
		Let the Healing Begin
		Conclusion
		References
	55 Higher Education and Social Inclusion: Continuing Inequalities in Access to Higher Education in England
		Introduction
		The International Context
		The English Context
		The Labour Market: Graduate Opportunities and Remuneration
		Inequalities in Higher Education in England
		Inequalities in Elite Participation in England
		Inequalities in Compulsory Education
		Differential Choice
		Inequalities in Admissions
		Conclusions
		References
	56 Social Justice Programs in Higher Education: Affirmative Action in the USA and Reservation System in India
		Social Justice in Higher Education: A Comparison Between Affirmative Action in the USA and Reservation System in India
		Social Justice in Higher Education: The Idea of Distributive Justice and the Diversity Argument
		Affirmative Action in the USA
			History of Discrimination in the USA
			Current Laws and Policies
		Reservation System in India and the History of the Caste System
			Current Laws and Policies
		Conclusion and Recommendations
			De Facto Segregation in Universities and How Affirmative Action Has Failed
			Benefits to the Undeserving: How Reservation Policies in India Have Failed
			Common Problems: Individual Rights and Group Rights
			The Way Forward: Recommendations
		References
Part VII: Teachers Pedagogy: Immigrants, Preparation, and Professional Development
	57 Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus
		Teacher Professionalism and Social Justice, Pre-Brown in the History of Education
		Teacher Professionalism and Social Justice, Post-Brown in the History of Education
		Conclusion
		References
	58 Community-Engaged Teacher Preparation and the Development of Dispositions for Equity and Social Justice
		Cultivating and Assessing Dispositions for Social Justice
			Program Description
			Community-Engaged Pedagogies
			Community Learning with Mentor Families
			Critical Service Learning
			Classroom Teaching and Learning
			Reflective Pedagogies
			Dialogue Journals
			Courageous Conversation
			Conceptual Framework
			Photovoice
			Culminating Assessment: Defense of Dispositions
			Culturally Responsive Classroom Manifesto
		Conclusion
		References
	59 Learning the Pedagogy of Potential: Social Inclusion and Teacher Education
		Introduction
		Social Inclusion and Exclusion in Education in England
			Pressures of Performativity
			Potential to Learn
		Social Inclusion and Initial Teacher Education
			Combatting the Pathologizing of Disadvantage in ITE
			Deficit Views of Social Disadvantage
			The Cognitive Effects of Social and Economic Disadvantage
		The Pedagogy of Potential: Social Learning in the Inclusive Classroom
			The Role of Emotion and Imagination
		Conclusion
		References
	60 Literacies of Interrogation and Vulnerability: Reimagining Preservice Teacher Preparation Designed to Promote Social Justic...
		Literacies of Interrogation
		Literacies of Vulnerability
		Interlude
		Literacies of Interrogation: Racial Literacies as Exemplar
		Racial Literacies: Introduction and Review
		``Ok, but How?´´: Developing Racial Literacies in Teacher Preparation
		Routes to Racial Literacies
		Literacies of Vulnerability: Family and Community Literacies as Exemplar
		Families and Communities as Foundational to Education
		Preparing Teachers to Work with and for Parents, Families, and Communities
		Community as Resource in Early Childhood Teacher Education: Involving Parents and Families
		Family Institute for Early Literacy Development: Engaging Families and Communities and Critically Examining Our Values and Bel...
		Community Teaching Strand: Building Solidarity with Families and Communities
		Centering Family and Community Voices Through Stories and Histories
		Coda: Developing Educational Experiences That Are Built on the Strengths of Family and Communities
		Conclusion
		References
	61 Training and Recruitment of Teachers with Immigrant Backgrounds: Contribution Toward Creating Social Justice in the Swiss E...
		Introduction
		Issues
		Definitions and Conceptual Framework
		Themes Identified
			Motivations and Employment
			Social Justice Within Teachers´ Values and Professional Practices
		Discussion
		Conclusion
		References
	62 Education Reform in Mexico: Teachers´ Struggle for a Grassroots Educational Project
		An Education Reform for Teachers´ Deprofessionalization and Depedagogization
		From Protest to Proposition
		Critical Pedagogy and Popular Education as Foundation for the Theory and Practice of Teacher Resistances in Mexico
		Conclusion
		References
	63 Alternative Teacher Programs for Social Justice in Chinese Education: Distribution, Relationship, and Capacity
		Introduction: Overview of Chinese Education in Different Regions
		Mixed and Complicated Context
			Disguised Deprivation Under the Dual Structure Between Urban and Rural Areas
			Left-Behind Children: The Forgotten Group During the Urbanization Progress
			Multicultural Education of Ethnic Minorities
		Understanding Social Justice Within Chinese Context
			Definition of Education Equity in the New Era
			Justice Issue from Education Equity as a Social Problem
			Multidimensional Justice Viewing Education Equity and the Relevant Research
		Different Subjects and Ways to Deal with Justice Issue
			Government Policy: Compensatory Redistribution of Resources
			The Third Path: The Alternative Route for Social Justice
			Focusing on Alternative Teachers from Nongovernmental Part for Social Justice
		Educational Practice for Social Justice by the Case of TFC
			The Rise of TFC-Like Volunteer Teachers in Rural China
			Distribution Justice: The Remote Vision and Training-Supporting Pattern of TFC
			Capability Justice: The Selection of Teachers and the Development of Students
			Relational Justice: Organizational Effects Based on Interpersonal Interactions
		The Operationalized Justice: Potential to Do and Hard to Do
			The Interweaving of Multidimensional Justice in Practices of TFC
			The Dilemma of Distribution-Relationship Justice
			The Dilemma of Distribution and Capability
			The Blend of Relationship and Capability
		Conclusion
		References
Part VIII: Critical Race Theory, Audism, and Learning
	64 Inequality of Learning Disabilities: How Service Privatization Contributes to Educational Inequity
		Introduction
		A Brief History of Special Education in the United States
			The Traditional Model of Special Education
				Critiques of the Traditional Model
			Disabilities Studies and the Social Model
				Critiques of the Social Model
		The Individuals with Disabilities Education Act (IDEA)
			Challenges to the Individuals with Disabilities Education Act
				Board of Education of the Hendrick Hudson Central School District v. Rowley
				Endrew F v. Douglas County School District
		The Privatization of Services in Special Education
			Advances in Neuroscience and the Formation of a New Political Economy
		Conclusion
		References
	65 Social Justice, Audism, and the d/Deaf: Rethinking Linguistic and Cultural Differences
		Introduction
		An Introduction to the DEAF-WORLD
			Language
			Cultural Identity
			Behavioral Norms and Practices
			Endogamy
			Cultural Artifacts
			In-Group Historical Knowledge
			Voluntary Social Organizations
			Humor
			Literary and Artistic Tradition
			Becoming Deaf
			The Duality of Deaf Identity
		Epistemology and the DEAF-WORLD
		Social Justice and the DEAF-WORLD
		Conclusion
		References
	66 Classroom and Behavior Management: (Re)conceptualization Through Disability Critical Race Theory
		Proposing Disability Critical Race Theory
			Suspensions, Pushout, and the Discipline Gap
				Race and Gender Correlations
				Race, Gender, and Disability Correlations
			DisCrit and Affordances for Classroom Management
			Conceptualizing a Classroom Management Course Through DisCrit
			Engaging a Critical Naturalistic Framework
			Designing Critical Knowledge Construction
				Participants
		Typologies of Meaning Making: Evolving Pedagogical Philosophies
			Initial of Pedagogical Philosophy
				Conceptualizing Classroom Management Focusing on ``Self´´ and ``Environment´´
			Evolving Pedagogical Philosophy
				Focusing on Implicit Bias and Relationships Rooted in Care
			Final Pedagogical Philosophy and Classroom Management Plan
				Discipline as a Tool for Learning
		Conclusion
		References
	67 Instructing Pre- and Inservice Teachers to Support Students with (Dis)abilities: Pillars, Practical Applications, and Stude...
		Instructing Pre- and Inservice Teachers to Support Students with (Dis)abilities: Pillars, Practical Applications, and Students...
		Pillars of Effective Instruction to Support Children with (Dis)abilities
			Pillar I: The Historical Relationship Between Special Education Services for Children with Disabilities and the Civil Rights M...
				How Does This Knowledge Help School Teachers?
				Considering Intersectionality
				Practical Application: Reflections on an IEP Meeting
			Pillar II: Current Federal Education Policies Regarding Children with Special Needs
				How Does This Knowledge Help School Teachers?
				Practical Application: Meeting Mariah
				Practical Application: Assessments for Children with Special Needs
			Pillar 3: Effective Strategies for Child and Family Advocacy
				Practical Application: Special Education Teacher Interview
		Conclusion
		References
	68 Development of Inclusive Education in England: Impact on Children with Special Educational Needs and Disabilities
		Introduction
		Times Past: What Came Before Inclusion?
		The Significance of the Warnock Report (1978): Placement, Not Provision?
		The Standards Agenda: Its Influence on Integration
		The Centralized Control of Education Versus the Relinquished Control of Educating Children with SEND
		A Change of Government, but an Increased Focus on Accountability and Assessment
		The Development of Inclusion
		Inclusion as a Human Rights Agenda
		Inclusion as a Concept for All Mainstream Pupils
		Inclusion: All Can Achieve?
		What Happened to Inclusion After New Labour?
		The Competing Objectives of the Inclusion and Standards Agendas
		Inclusion as Exclusion
		Inclusion as Integration
		Conclusion
		References
Part IX: Digital Access and Stereotypes
	69 The Internet: An Educational System for Equalizing Educational Opportunity
		Bureaucratic Schooling and Social Justice
		The Promise of the Future
		Three Advantages to the Virtual School
		Opportunity and Access: Student Connectivity
		Opportunity and Access to Education on a Global Scale
		The Emergence of the Internet as an Educational Unit of Organization
		The Internet as a Unit of Analysis for Organizational Delivery of Learning
		The Internet Educational System: Where From?
		Technology and Educational Change
		Learning and the Individual
		The Individual and Learning in a Virtual School System
		Learning on the Internet
		Facilitating Learning on the Internet
		Teaching to the Instructional Core in a Virtual School System: Technology Pedagogy
		Opportunity and Access: An Internet-Based Educational System
		Conclusion
		References
	70 Digital Equity: 1:1 Technology and Associated Pedagogy
		Introduction
		The Digital Divide
			Digital Divide Levels
			Evidence for the Second and Third Levels of the Digital Divide
			Summary
		Conceptual Framework
			The Nexus of Critical Theory of Technology and Critical Pedagogy
			The Development of Feenberg´s Critical Theory of Technology
			Critical Pedagogy
		The Impact of Learner Agency
			Kinzie´s Meta-analysis of agency
		Democratizing Conditions and Pedagogical Practices in 1:1 Implementations
			Transformative School Cultures
			Teacher Transition to Facilitator and Mentor Fosters Learner Agency
			Inquiry-Based, Student-Centered Learning with Higher-Order Uses
		Purpose and Intention Within the Margins of Maneuver
		Conclusion
		References
	71 Organizational Social Networks and Implications for Inequality in Silicon Valley Tech
		Organizational Social Networks and Implications for Inequality in Silicon Valley Tech
		Silicon Valley Background
		History of Underrepresentation in Tech
		Social Networks and Social Structure
		Discrimination and Gender Bias in Organizational Social Networks
		Silicon Valley Social Networks
		Contextual Influences of the Silicon Valley Tech Environment
		Conclusion
		References
	72 Using Cultural Representations in Video Games to Confront Stereotypes and Misconceptions About Brazil: Favelas, Futebol, an...
		Introduction
		Video Games, Culture, and Cultural Representation
		Brasilidade and Brazilian Cultural Signifiers
		Brazilian Representation in Video Games
		Favelas as Warzones
		Characters of Brazilian Origin
			Green Monsters and Savages
			The Sexualization of Women
		The Rise of Brazilian Game Development and Better Representation
		Teaching About and with Misconceptions
		Conclusion
		References
Part X: Gender Fairness
	73 Gender Equality in Education from Kindergarten to Higher Education: Policies and Practices
		Gender Equality
		Gender Equality in Education
		Gender Equality as an Issue of Social Justice in Education
		Context: Overall Structure of Turkish National Education System
		Gender Equality in Turkish Education Context
			Educational Policies
			Curriculum, Course Books, and Language
			Teacher Behaviors and Expectations
		Conclusion
		References
	74 Minority Women in Educational Leadership
		Introduction
		Purpose of the Chapter
		Storytelling as Praxis
		Background
			Look How Far We´ve Come
			It Ain´t All Bad, But It Ain´t All Easy
		In Their Own Words: Lived Experiences from the Field
			Story #1
			Story #2
			Story #3
			Story #4
			Story #5
			Story #6
			Story #7
			Story #8
		Discussion
		Conclusion and Recommendations
		References
	75 Convergence of Gender and Sexuality in the History of Educational Leadership
		Before 1960
			Colonial and Early National Eras
			Common School Era
			Progressive Era
			Between the Wars
			WWII and the Early Cold War Era
		After 1960
			The Age of Protest
			The 1980s
			From the Twentieth Century to the Twenty-First Century
		Conclusion
		References
	76 Women´s Empowerment from the Perspective of Female Omani Academic Leaders
		Introduction
		Background
		The Context
		Methodology
		Data Analysis
		Findings
			Academic Women in Higher Education
			The Views of the Participants
			Family Support
			Educational Background and Opportunities
			Job Opportunities and Appropriate Skills
		Conclusion
		References
	77 Women Leaders´ Career Advancement in Academic Medicine: A Feminist Critical Discourse Analysis
		Discourses of Women´s Leadership in Academic Medicine
			Discourse 1: Pregnant Pauses
			Discourse 2: Superwomen - Discourse of Exceptionality
			Discourse 3: Gendered Ideas of Leadership
			Discourse 4: Informal Cultural Barriers - How Things Are Done, Who You Know
		Making Sense of Discourses of Gender Equity in Academic Medicine
		Conclusion
		Gender Equity in Academic Medicine: A Call to Action
		References
Part XI: Race and Gender, Resistance, and Hope
	78 Social Justice Leadership Against Racism and Sexism: A Retrospective and Prospective Analysis
		Introduction
		Racism
		The Western Ideal of the Heroic Leader
		An Alternative Narrative: Leadership as Relational
		Montgomery, Alabama, Before Martin Luther King Jr.
		The Spark That Set the Civil Rights Movement Aflame
		Montgomery: The Aftermath
		Sexism
		Analysis of Sexism and Court Cases
		Conclusions
		References
	79 Education Success for Black Children in the Public School System: Parent Participation and Community Empowerment
		Introduction
		The Context: Racialization in the Socioeconomic Fabric of Society
			White Privilege
		Recognizing Black Citizens´ Funds of Capital in School
			Parents´ Funds of Capital They Can Use to Advocate for Their Black Children
			Recognizing Black Funds of Capital and Decoding Educational Systems for Smooth Transitions into Higher Education, the Labor Ma...
		Research Design
		To What Extent Is Black Children´s Capital Recognized Within the Education System´s Processes and Practices
			Parents´ Funds of Capital to Advocate for Their Black Children in School Processes and Practices
			Recognizing Black Funds of Capital to Underpin Success in Educational Systems and Smooth Transitions into Higher Education, th...
		Discussion and Conclusion: Theorizing the Findings to Test a New Model of Participation and Community Empowerment
		References
	80 Identity Safety and Its Importance for Academic Success
		The Psychological Environment of the Classroom
		The Psychological Environment Through a Colored Lens
			Stereotype Threat Theory: Cracks in the Lens
			Racial Identity as a Protective Lens
			Unifying Lenses
		Creating Environments of Acceptance and Belonging to Foster Identity Safety
		Conclusion
		References
	81 American Principals of Color: Leading from the Collective We
		Introduction
		Collective Leadership
		Principles of Multicultural Leadership
		A Life-World Approach
		Collective Leadership in Practice
			Sankofa: Learn from the Past
			I to We: Individualism to Collective Identity
			Mi Casa Es Su Casa: A Spirit of Generosity
		Conclusion
		References
	82 Preparing Educational Leaders for Social Justice: The Case of Historically Black Colleges and Universities
		The Black Roots of Critical Theory
		Educator Preparation in Historical Black Colleges and Universities
		Curriculum
		Conclusion: What´s at Stake
		References
	83 Race Discrimination, the Politics of Knowledge, and Cultural Inequality in England
		Introduction
		Race Discrimination and Teachers of BAME Heritage
			Teachers of BAME Heritage
		The Progression of Teachers of BAME Heritage
		The Politics of Knowledge
			Overseas Trained Teachers
		The Progression of Overseas Trained Teachers
		Cultural Inequality in England
		Epistemological and Ontological Misunderstandings of Difference
			Epistemological Misunderstandings of Difference
			Ontological Misunderstandings of Difference
		Race Equality and the Law
		Race Equality and Educational Institutions
		Responding to Structural and Cultural Inequality
		Reconceptualizing Teacher Progression
			Affiliation
			Appeasement or Adaptation
			White Sanction
		Implications
			Corruption as Redemption?
			Interest Convergence/Divergence
			Regulatory Disempowerment, Hegemony, and Neocolonialism
			Social vs. Cultural Capital
		Is There a Role for Educational Leaders?
		Conclusion
		References
	84 Anti-Black Racism in Education: School Leaders´ Journey of Resistance and Hope
		Introduction
		Critical Race Theory
		Anti-Black Racism in Canada
		Methodology
		School Leaders´ Experiences of Anti-Black Racism
		Discussion
		Conclusion
		References
Part XII: Indigenous Peoples and Education
	85 Indigenous Languages of Scotland: Poverty Culture and the Classroom
		Introduction
		What Is Scotland?
		Myths and Mythologies
		The Languages of Scotland
		Scots Languages: Evolving Attitudes
		Language, Culture, and Identity
		Cultural Schisms and Split Identities
		Conclusion
		References
	86 Understanding the Right to Education: Challenges Facing the Indigenous Bedouin Population of the Al-Naqab Region
		Realization of Education Rights in the Unrecognized Bedouin Villages
			Preface
		Introduction
			Social Justice and the Right for Education: A Postcolonial Perspective
			Telling the Unrecognized Bedouin Story, Respecting Their Right for Education
			Evidence of the Blocks to the Right to Education in Bedouin ``Unrecognized Villages´´
			Recognition of the Right to Education
			Blocks and Challenges Hindering Access to Educational Resources
			Lax Relations Between the School and the Community
		Concluding Remarks
		References
	87 Indigenous Community Education and Its Role in Community Development: Sacred Mountain, Full of Wise Ones
		Mountain of the Forgotten: The Social Context of Indigenous Higher Education
		Centering Indigenous Epistemologies in Higher Education
		Indigenous Ontologies and the Practice of Everyday Life in the Bachelor´s Degree in Holistic Community Development
		Situated Learning at the Core of the BDHCD Curriculum: The Field Practicum
		BDHCD Cohorts and Communities Laboring Together
		Sowing Native Seeds: A Proposal for the Conservation of Oak, Pine, and Alder Trees of the Tenamazapa, Initial Seeds for Forest...
		Conclusion
		References
	88 Research Regarding Indigenous Student Learning Outcomes in New Zealand, Canada, and the USA: Recurring Themes
		Description of the New Zealand and Canadian Research
		Recurring Messages from the International Research
			Theme 1: Colonization, Poverty, and Racism
			Theme 2: Revitalizing Language and Culture
			Theme 3: The Importance of Building Relationships
			Theme 4: Culturally Responsive Pedagogies
		Conclusion
		References
	89 Contemporary Canadian Indigenous Peoples on Tribal Justice as Decolonization: ``Not All Narratives Begin in 1867´´
		Context, Terms, and Background
		Methods
			Literature and Searches
			Research Site and Location
			Data Collection and Analysis
		Literature-Based Conceptual Frames
			Colonialism as Injustice
		Tolerance as Multiculturalism
		Results-Based Discussion
			Overall Results
		Conclusion: Takeaways and Implications
		References
Part XIII: Latinx Empowerment
	90 Empowering Hispanics in Higher Education Through the Operationalization of Academic English Strategies
		Hispanics in Higher Education
		Profiles of Hispanic Students
		Experiences of Individual Hispanic Students
		Postsecondary Education for Hispanic Students
		Importance of Academic English in Higher Education
		Defining Academic English
		Operationalizing Academic English in Higher Education
		Academic English Strategies
			Use of an Essential Question
			Analysis of Text Structures
			Deconstructing Complex Sentences
			Using Exemplar Texts
			Words in Contexts
		Conclusion
		References
	91 Vulnerable Praxis: Memory, Latino Manhood, and Social Justice
		Vulnerable Praxis: Naming Scholarship Boy Justice
		Epistemological Experimentation
			Juan F. Carrillo: Testimonio
				Memory
				Latino Manhood
				Social Justice
			Tommy Ender Testimonio
				Initial Thoughts
				Memory
				Latino Manhood
				Social Justice
		Juan Carrillo and Tommy Ender: Collaborative Reflection
			Conclusion: Places and the Magnetic
		References
	92 The Schooling of Young Empowered Latinas/Mexicanas Navigating Unequal Spaces
		The Current Conditions of Schooling for Latina/Mexicana Youth in the USA
		Sources of Oppression
			Invalidating Latina Ways of Knowing
			Familismo and Gendered Expectations
			Language as an Othering and Silencing Tool
			Latina Bodies: Threats to Space and Self
		Unearthing Latina Girls´ Agency
		La Facultad
		La Lengua de la Serpiente and Testimonio
		Autogestión
		An Illustration of Agency: Nayeli
			Surveillance of the Flesh
			Families Patrolling Papers and Student Performance
		Conclusion
		References
Part XIV: Refugees, Immigrants, and the Undocumented
	93 Immigrants´ Efforts to Access Public Schools and Higher Education in the United States
		For the Right to Be Schooled: Immigrants´ Efforts to Access Education in the United States
		Immigrants´ Efforts to Enter Public Schools
		Speak English/English Only
		Show Me Your Papers: Education and Immigration Status
		Access to Higher Education and In-State Tuition Laws (2001- 2016)
		Advocating for Rights Beyond Education
		DACA
		Reaching the Cusp: Graduate and Professional School
		Conclusion
		References
	94 Overcoming Educational Challenges: Resilience Factors Among Refugee Students
		Resilience
		Refugees
		Process for Collecting Data
		Data Findings
			Challenges Encountered and Overcame
			Personal Characteristics for Resilience
			Other Factors that Contributed to Refugee Resilience
		Conclusions and Implications
		References
	95 Undocumented Pre-health Students: Community Initiatives Toward Addressing Pipeline Gaps for Postgraduate and Professional A...
		Undocumented Pre-Health Students: Analysis of a Community Initiative to Address Pipeline Gaps for Postgraduate and Professiona...
			Undocumented Students in Education
			DACA and Educational Access
			Undocumented Students in Medical Education and Health Professions
		Pre-Health Dreamers Background
			Pre-Health Dreamers´ Peer Mentoring Program
			Institutional Capacity Building
		Conclusion and Future Directions
		References
	96 Global Citizenship Education and Social Justice for Immigrant Students: Implications for Administration, Leadership, and Te...
		Introduction
		Equity and Social Justice in Global Times
		Social Injustice Toward Immigrant and Refugee Students
		Global Citizenship Education and Social Justice
		Implications for Culturally Responsive Leadership
		Implications for Culturally Responsive Teaching
		Conclusion
		References
	97 US Immigration Policy and Its Impact on Immigrants: Reassembling the Stories of Deported Mothers and Their Transnational Ch...
		Introduction
		(Re)writing Mothering Through Coatlicue´s Daughter Coyolxauhqui
		Anti-immigrant and Anti-family Immigrant Practices
		A Reverse Migration Trend
		Approaching the Families
			The Families
			Gathering the Families´ Narratives
		Positionalities
		That Which Was Learned
			Deportation Narratives: ``You´re Not Only Sending Me, You´re Sending My Kids´´
			Obtaining Papeles Through Legalizing Movidas
			Navigating the Mexican School System
			Supervivencia as Collective Healing
		Conclusion: Healing La Frontera´s Herida Abierta Through Binational Policies
		References
	98 Towards a Socially Just System of Newcomer School Integration: Syrians in Canada and Germany
		Introduction and Background
		Political Wills: Two Nations-One Purpose
		Syrian Exodus and Responses
		Education and Governance: Canada and Germany
		A Social Justice Conceptual Framework as the Interplay of Supports and Barriers
		A Review of Methods
		Findings: The Interplay of Supports and Barriers
		Welcoming and Placement
		Language Supports
		Relational Support: Collaboration/Teams
		Community: Extracurricular - Supports
		Professional Development
		Conclusion
		References
Part XV: LGBTQ+ Safe Spaces
	99 The Politics of Gender Equality in the United States
		Historical Background of Sexual Harassment and Protection Rights
			The Passage of the Civil Rights Act of 1964
		Overview of Federal Laws in the United States Pertaining to Sexual Harassment, Discrimination, and Gender Identity
			Implications
			Other Considerations
			Transgender Bathroom Rights
			School Board Issues
			Educator/Administrator Responsibilities
			Where Is the United States Now?
		Conclusion
		References
	100 Queer Theory/Pedagogy and Social Justice Education
		Queer Theory/Pedagogy and Social Justice Education
			Queer Theory: A Brief Introduction
			Definitions and Tenets of Queer Pedagogy
			Frameworks for Using Queer Pedagogy in Social Justice Education
			Discipline-Specific Examples of Queer and Social Justice Pedagogy
			Considering Race Within Queer Pedagogy Scholarship
			Teacher Education and Professional Development
		Conclusion
		References
	101 Effects of Anti-Immigration and Anti-LGBT Policies on K-12 Students
		Introduction
		A Historical Perspective on Immigration
		Current Immigration Programs
			Family-Based Immigration or Chain Migration
			Refugee Admissions
			Employment-Based Green Cards
			Diversity Visas or the Diversity Lottery
			H-1B Visas
			Deferred Action for Childhood Arrivals (DACA)
		Who Are Immigrant Families?
		The Criminalization of Undocumented Immigrants
		Why They Migrate to the USA
		The Educational Trajectory for Undocumented Students
		Challenges Faced by Undocumented Youth
			Deportation
			Discrimination
			Socioemotional Trauma
			Academics
		How Educators Can Advocate for Undocumented Families and Students
			Citizenship Pathway
			School Enrollment and Participation
			Mental Health Services
			Family, School, and Community Connections
		Anti-Immigration Final Thoughts
		Anti-Lesbian, Gay, Bisexual, and Transgender (LGBT) Legislations
		Chronicling Anti-LGBT Laws
		LGBT Students in K-12 Schools
		Exclusionary School Policies and Practices
			No-Promo-Homo Policies
			Dress Codes
			Enumerated Bullying Policies
		Responding to the Needs of Undocumented and LGBT Students
		Conclusion
		References
	102 Understanding Transgender Oppression in Higher Education Using Counternarratives
		Introduction
		Literature Review
			Gender Identity, Roles, and Expression
			Campus Climate for Transgender Students, Faculty, and Staff
			Gendered Spaces and Bathroom Access
		Grounding Theoretical Thought
			Queer Theory as a Space
			Disidentification as an Understanding
			Higher Education as a Neoliberalist Entity
		Counternarrative Reflections
			Positionality
				Dana
				Brian
			Campus Bathroom Access
				Dana
				Brian
			Campus Climate
				Dana´s Experience
				Brian´s Experience
		Discussion
			Equity as a Value
			Ongoing Education
			Accountability and Accomplices
		Conclusion
		References
	103 Undocuqueer Latinx: Counterstorytelling Narratives During and Post High School
		Introduction
		Undocuqueer Latinx in Education: An Overview
		Method
		A Queer of Color
			Family
			High School
		Undocumented
		Community Cultural Wealth (CCW)
			Familial Capital
			Navigational Capital
			Aspirational Capital
			Resistant Capital
			Reciprocal Capital
		Conclusion
		References
Part XVI: Religion
	104 Challenging Christian Hegemony and Christian Privilege in Academia
		Introduction: Inequalities and Social Identity
		Christian Privilege
		Challenging Christian Hegemony and Christian Privilege: A Case Study
		Background: Christian Chaplain for University´s Football Team
		Religious Symbols in Student Union Chapel
		Textual Analysis
		A Brief History of the Student Union and Chapel
		Common Element of Oppression: Defined Norm
			Christian and Christianity as THE Defined Norm
		Christianity as Defined Norm: Conflating Patriotism with Christianity
		Christians as Victims
		Solution: Privatize Education
		Compromise: More Religious Symbols
		Compromise: Other Rooms Available
		Threat and Use of Violence
		Lack of Prior Claim
		Religious Symbols as ``Artistic Expression´´
		Christian Hegemony as Business Model
		Blaming the Victim
		Conclusion
		References
	105 Political Inequality, Secular Democracy, Religion, Gender, and the ``ISMS´´
		Introduction
		Secular Democracy: Challenges and Issues
			Definition of Democracy
		Theories of Human Rights and Social Justice
			Political Inequality and Income Inequality
			Political Inequality, Racism, and Education
			Educational Inequity in Race, Ethnicity, and Wealth
			Secular Democracy, Social Justice, and Religious Intolerance
			Gender Inequity, Human Rights, and Social Justice
			Education for Social Justice
		Conclusions
		References
	106 Promoting Social Justice in Africa Through the Education and Training of Catholic Sisters
		Social Justice and Education in Sub-Saharan Africa
			Statistics and Need for Equitable Education
			United Nations Sustainable Development Goals
		Catholic Sisters in Africa
			Overview of African Catholicism
		The Interventions of the Collaborative Organization
			An Overview of the Organization
		Evaluating the Social Impact
			Evaluating the Leadership Program
			Evaluating the Higher Education Program
		Conclusion
		References
Part XVII: Zero Tolerance and Incarceration of Youth
	107 The Social Injustice of Zero-Tolerance Discipline
		Introduction
		Zero Tolerance
		Equity Versus Equality
		Neoliberalism
		Technology
		Redemption
		References
	108 Challenges with School Re-entry for Incarcerated Youth and Inadequacies of Collaborative Service Provision by Schools and ...
		Introduction
		Overview of Youth Incarceration and Reentry Youth in the USA
			Defining the Youth Population(s) and Framing the Problem
			Demographics of Incarcerated Youth and Disproportionality
			Federal Policy Landscape of Youth Incarceration and Reentry and Responses to Disproportionality
		Research and Evaluations of Aftercare/Transition Programs for Reentry Youth
			Evaluations of Multi-agency Programs
			Experiences of Reentry Youth in Their Own Voices
			Schools as Pivotal Service Point in Reentry
			``School-to-Prison Pipeline´´ Research and Reentry
		``Best Practices´´ and ``Interagency Collaboration´´: Research and Recommendations for Improving Reentry/Transition Services
			Organizational Perspectives on Reentry
		Final Thoughts and Lingering Questions
		Conclusion
		References
Index