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Change Matters

Critical Essays on Moving Social Justice Research from Theory to Policy

Series:

sj Miller and David Kirkland

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.
sj Miller is Associate Professor of Secondary English Education and the Director of the Master of Arts in Teaching English at Indiana University of Pennsylvania. Most recently sj co-authored Unpacking the Loaded Teacher Matrix: Negotiating Space and Time Between University and Secondary English Classrooms which received the Richard A. Meade award from NCTE and co-authored Narratives of Social Justice Teaching: How English Teachers Negotiate Theory and Practice Between Preservice and Inservice Spaces. sj has published numerous articles and book chapters and is Co-Chair of the CEE Commission for Social Justice.
David E. Kirkland is Assistant Professor of English Education at New York University and also serves as the national advisor for the Teachers Network Leadership Institute. He has published numerous journal articles and book chapters and has received several awards for his scholarship and service. He is co-author of the recently published Narratives of Social Justice Teaching: How English Teachers Negotiate Theory and Practice between Preservice and Inservice Spaces.