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Working for Social Justice Inside and Outside the Classroom

A Community of Students, Teachers, Researchers, and Activists


Nancye E. McCrary and E. Wayne Ross

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 aimed at resisting the insatiable greed of a few and supporting a common good for most. The book is dedicated to hopeful communities working against perpetual war, the destruction of our natural environment, increasing poverty, and social inequalities as they fight to preserve democratic ideals in a just and sustainable world. Written by some of the most influential thinkers of our time, this collection is a tapestry of social justice issues woven in and out of formal and informal education.
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Series index


sj Miller & Leslie David Burns


Social Justice Across Contexts in Education addresses how teaching for social justice, broadly defined, mediates and disrupts systemic and structural inequities across early childhood, K–12 and postsecondary disciplinary, interdisciplinary and/or transdisciplinary educational contexts. This series includes books exploring how theory informs sustainable pedagogies for social justice curriculum and instruction, and how research, methodology, and assessment can inform equitable and responsive teaching. The series constructs, advances, and supports socially just policies and practices for all individuals and groups across the spectrum of our society’s education system.

Books in this series provide sustainable models for generating theories, research, practices, and tools for social justice across contexts as a means to leverage the psychological, emotional, and cognitive growth for learners and professionals. They position social justice as a fundamental aspect of schooling, and prepare readers to advocate for and prevent social justice from becoming marginalized by reform movements in favor of the corporatization and deprofessionalization of education. The over-arching aim is to establish a true field of social justice education that offers theory, knowledge, and resources for those who seek to help all learners succeed. It speaks for, about, and to classroom teachers, administrators, teacher educators, education researchers, students, and other key constituents who are committed to transforming the landscape of schools and communities.

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