Lorenzo Milani, the School of Barbiana and the Struggle for Social Justice Library of Congress Cataloging-in-Publication Data Batini, Federico. Lorenzo Milani, the School of Barbiana, and the struggle for social justice / Federico Batini, Peter Mayo, Alessio Surian. pages cm. — (Education and struggle: narrative, dialogue, and the political production of meaning; vol. 1) Includes bibliographical references and index. 1. Catholic Church—Education—Italy—History—20th century. 2. Milani, Lorenzo. 3. Poor children—Education—Italy—History—20th century. 4
Ivor Goodson About the Book Ivor Goodson is an immense and vital contributor to the study of education and to educational research. His influence extends across continents, taking in theory and practice, and including topics as diverse as curriculum history and the history of school subjects; change management and reform; teachers’ lives and careers; professional and learning identities; narrative and educational policy and life politics. To all this he brings a coherence born of his convictions and his commitment to social justice. This book traces the contours
characterization, the construction of the setting, and the narrative use of fantastic and subversive elements and (2) an analysis of the socio-historical Fascist context. This book is a valuable reference for those who study Fascism, the social function of crime novels, and the connection between historical events and fiction.
About the book About the book What were once distinct professions for serving others and building knowledge are now communities of workers struggling against a tide of increasingly unregulated capitalism that is being fed by human greed. Teachers have become education workers, joining a working class that is rapidly falling behind and that is increasingly being silenced by the power elite who control nearly all the wealth that once supported a thriving middle class. Working for Social Justice Inside and Outside the Classroom delivers critical counter-narratives
, among others, do not dwell on heavenly (or archetypal) rewards. Instead, they focus on the appara‐ tuses that attribute justice. Fielding’s hero Tom Jones, for instance, receives a socially mandated reward (he marries the squire’s daughter after his urban experiences). Jones is thereby circumscribed by a paradigmatic narrative conclusion: the tyranny of a romantically coded happy ending. Justice, on the other hand, is mediated through processes of legality in contemporary America. Joyce Carol Oates’s campus novel Nemesis
Possibilities in Practice | 15 → CHAPTER TWO Theoretical AND Historical Foundations OF Social Justice Teaching HILLARY PARKHOUSE, ASHLEY S. BOYD, AND SUMMER MELODY PENNELL HISTORY: RAPID GROWTH, SETBACKS, AND THE BUZZWORD PROBLEM Although the field of social justice education—by that title—is relatively new, teaching for social justice is not new at all. Early 20th century education scholars such as George Counts, John Dewey, and Carter G. Woodson advocated for similar ideas, such as participatory democracy and the expansion of literacy to create a more
Defining Critical Animal Studies About the book This is the first book to define the philosophical and practical parameters of critical animal studies (CAS). Rooted in anarchist perspectives that oppose all systems of domination and authoritarianism, CAS both challenges anthropocentrism and presents animal liberation as a social justice movement that intersects with other movements for positive change. Written by a collection of internationally respected scholar-activists, each chapter expands upon the theory and practice underlying the total liberation
with an analysis and commentary, demonstrating how this particular theme, and HPA as a research and writing repertoire, are able to meaningfully respond to the eighth moment of contemporary qualitative research, which calls for a critical and social justice agenda directed at empowerment, equity, liberation, and related issues. Heightened Performative Autoethnography could be used in upper-level undergraduate classes and graduate courses within the social sciences, humanities, and education, for courses on critical theory, contemporary research methodology
of the human situation and to claim autonomous power. The result of this is vio- lence (Cain and Abel) and idolatry (the Tower of Babel). The Genesis narrative func- tions either as a normative description of the human condition before God and a critical principle against any power that distorts or usurps the dignity of humanity or God’s claim over men and women.10 These revelations help one to understand another important dimension of Israel’s life where the issues of social justice take center stage in the Old Testament, namely, the question of the jubilee
Struggles for Social Justice and the Identity Construction of Activist Educators in Brazil
Julio Diniz Pereira
The MST, one of the largest social movements in contemporary Latin America and one of the most successful grassroots movements in the world, has struggled for agrarian reform as well as social and economic justice in Brazil, achieving impressive results. Its members include people from some of the poorest segments of Brazilian society. This book presents a powerful analysis of their incredible life stories (testimonios), collected through semi-structured interviews with women educators, seeking to uncover the main elements that account for the development of their identities as activist educators. Finally, the book addresses the implications of its research findings for social justice teacher education.