I am pleased to announce that our special issue on “Teaching for Social Justice in a Highly Politicized Historical Moment” is now online at the Journal of Educational Controversy. Here is a direct link: https://cedar.wwu.edu/jec/vol15/iss1/ Please consider continuing the conversation by contributing a rejoinder.
Authors responded to the following controversial
scenario:
As the nation begins to reckon with its racial past, it is
now experiencing a backlash by some states that are implementing laws and
policies that will target how civics education, controversial topics, and
divisive issues will be discussed from kindergarten through higher education. From restrictions on the teaching of academic
theories that analyze systemic racism to limiting other race-related
discussions in the classroom, actions by these states pose not only a challenge
and a danger to traditional academic freedom but also to the very definition of
the role of education in a democratic society.
This issue of the
Journal of Educational Controversy asks authors to contribute their thoughts on
issues such as:
1. How should racism be appropriately
addressed at different age levels and the college classroom? What social, historical, political, and
cultural understandings should be brought to bear on the conversation? How do we defend the educational significance
for the choices we make? How do we act
in proactive ways to engage in such work so that we are not forced to be
reactive?
2. How are
we to understand the political nature of the attacks against theories like
Critical Race Theory and other current political actions by states to restrict
and censor discussions on race in order for us to counter them more
effectively? What political dynamics and
historical precedents are at play? Can
incidents from the past illuminate a response today?
3. How
should university professors prepare the next generation of teachers in
confronting these issues?
4. What
would it look like if a college of education took on the work of dismantling
structural racism?
Below is the table of contents from the journal:
Editorial
Teaching for Social Justice in a Highly Politicized Historical
Moment
Lorraine Kasprisin
Vol. 15, Iss. 1
Theme: Teaching for Social Justice in a Highly Politicized Historical Moment
Articles
in Response to Controversy
The Sociohistorically Situated and Structurally Central Nature of
Race: Toward an Analytic of Research regarding Race and Racism
Rolf Straubhaar
Vol. 15, Iss. 1
Theme: Teaching for Social Justice in a Highly Politicized Historical Moment
A critically conscious analysis of institutionalized racism in
teacher education: Imagining anti-racist teacher preparation spaces
Tatiana Joseph, Jennifer Brownson, Kristine Lize, Elizabeth Drame,
and Laura Owens
Vol. 15, Iss. 1
Theme: Teaching for Social Justice in a Highly Politicized Historical Moment
“Teaching in a War Zone”: A Collective Reflection on Learning from
a Diversity Course in Contentious Times
Elena Aydarova, Jacob Kelley, and Kristen Daugherty
Vol. 15, Iss. 1
Theme: Teaching for Social Justice in a Highly Politicized Historical Moment
Dissonance as an Educational Tool for Coping with Students’ Racist
Attitudes
Adar Cohen
Vol. 15, Iss. 1
Theme: Teaching for Social Justice in a Highly Politicized Historical Moment
Stories Read and Told in an Antiracist Teaching Book Club
Jennifer Ervin and Madison Gannon
Vol. 15, Iss. 1
Theme: Teaching for Social Justice in a Highly Politicized Historical Moment
Troubling the Null Curriculum through a Multiple-Perspectives
Pedagogy: A Critical Dialogue Between Two Equity-Minded Teacher Educators
Rachel Endo and Deb Sheffer
Vol. 15, Iss. 1
Theme: Teaching for Social Justice in a Highly Politicized Historical Moment
On the continuity of learning, teaching, schooling: Mead’s
educational proposal, from the perspective of decolonization and
Land/place-based education
Cary Campbell Dr.
Vol. 15, Iss. 1
Theme: Teaching for Social Justice in a Highly Politicized Historical Moment
About the
Authors
About the Authors
Vol. 15, Iss. 1
Theme: Teaching for Social Justice in a Highly Politicized Historical Moment
