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Possibilities in Practice

Social Justice Teaching in the Disciplines

Edited By Summer Melody Pennell, Ashley S. Boyd, Hillary Parkhouse and Alison LaGarry

This edited collection illustrates different possibilities for social justice practice in various grade levels, disciplines, and interdisciplinary spaces in P–12 education. Chapters in this unique volume demonstrate teaching with a critical lens, helping students develop critical dispositions, encouraging civic action with students, and teaching about topics inclusive of race, class, gender, and sexuality. Based on empirical research, each contribution is rooted in a critical theoretical framework and characterizes findings from sustained study of pedagogic practice, spanning subject matter from social studies, English Language Arts, music, mathematics, and science. Through this work, both pre- and in-service teachers as well as teacher educators will be inspired to practice social justice in their own classrooms.

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Acknowledgments

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This book would not exist without our chapter authors and the teachers and classrooms in which they studied to document and analyze social justice. We are ever-grateful to our contributors for sharing their insights and their work. To the teachers whose practices are reported within these pages, we also extend our gratitude. Allowing a researcher into your space can be disconcerting, and to open up what is essentially (for a teacher) your heart to them, is sometimes a challenge. We thank you and those like you for your passion and commitment to equity.

We are also indebted to Silvia Bettez, who, many years ago, put us on this path to social justice education and to examining the myriad ways justice can appear in classrooms. As our teacher, Silvia embodied what it meant to teach social justice with love and critical care and led us through a consideration of many of the texts and topics that appear here in our work. We are grateful to the professors who inspired us at UNC-Chapel Hill: Jocelyn Glazier, Lynda Stone, Cheryl Bolick, Xue Rong, and Jim Trier. Each of you were central to our development as scholars and we thank you for supporting us. We are especially grateful to George Noblit, not only for his encouragement in creating this collection, but for his unwavering dedication to each of us in our graduate studies, his commitment to justice-oriented education, and his example of researching and teaching with values intact....

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