Change Matters, written by leading scholars committed to social justice in English education, provides researchers, university instructors, and preservice and inservice teachers with a framework that pivots social justice toward policy. The chapters in this volume detail rationales about generating social justice theory in what Freire calls «the revolutionary process» through essays that support research about teaching about the intersections between teaching for social change and teaching about social injustices, and directs us toward the significance of enacting social justice methodologies. The text unpacks how education, spiritual beliefs, ethnicity, age, gender, ability, social class, political beliefs, marital status, sexual orientation, gender expression, language, national origin, and education intersect with the principles by which we live and the multiple identities that we embody as we move from space to space. This book is critical reading for anyone who strives to cease inequitable schooling practices by conducting research in education to inform more just policies.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2010. XXII, 266 pp., num. fig.
Contents: Glynda Hull: Foreword – sj Miller/David E. Kirkland: Introduction: Teaching Social Justice – sj Miller: Theoretical
Roots of Social Justice: A Literature Review – Tara Star Johnson: Practice What You Preach: A Personal and Pedagogical Social
Justice Policy – Mariana Souto-Manning/Peter Smagorinsky: Freire, Vygotsky, and Social Justice Theories in English Education
– Closing Comments: Conceiving Social Justice – sj Miller: Scaffolding and Embedding Social Justice in to English Education
– Laura Bolf-Beliveau/Ralph Beliveau: Finding Fragments and Locating Friction: Understanding Social Justice in the Postmodern
World – Korina M. Jocson: Youth Writing Across Media: A Note About the What and the How – Margaret Hagood: Literacies and
Identities for All – Janet Alsup: Beyond Member Checks: Moving Toward Transformative Data Analysis – Closing Comments: Multi
Social Justice Methods in English Education – Arlette Ingram Willis: Critically Conscious Analysis: Emancipating Literacy
Research – A. Jonathan Eakle: Nomadic Science: Lines for Conducting and Assembling Education. Research and Practice – David
Bloome/Stephanie Carter/Ayanna F. Brown: Studying Literacy Practices in Classrooms Using Critical Discourse Analysis: From
the Bottom Up – David E. Kirkland: Critical Ethnographies of Discourse: An Essay on Collecting Noise – Bob Fecho/Janette R.
Hill: Context and Narrative in Sociocultural Research – Janet L. Miller: Irreducible Difference, Social Justice, and Autobiographical
Qualitative Research: (Im)Possible Representations – Closing Comments: The Politics of Social Justice Representations: Right-ing
and Re-searching – Marilyn Cochran-Smith: The Debate About Teacher Quality: Policy, Politics, and Social Justice – Leslie
David Burns: Language Education and Social Justice in English Education Policy – Mary M. Juzwik/Matt Ferkany: Discourse-Oriented
Research and Democratic Justice – Gerald Campano/Lenny Sánchez: Embodying Socially Just Policy in Practice – Closing Comments:
Subject of the Transformation: Policy and Possibility – Peter McLaren: Afterword: Matters Change; And Wahy Change Matters
– sj Miller: Appendix A: Teacher Education Activities/Assignments – sj Miller: Appendix B: Sample Pedagogy Assignment.