This paper contributes to scholarship exploring the affective politics of environmental education. Building on Nixon's (2011) conception of slow violence, I argue that the slow violence of ecological destruction presents not only a representational challenge but also a pedagogical one: how to confront violent systems that degrade and harm…

This study examined the changes in perception toward systemic racism of twenty-six first-year students at a mid-sized university in central New Jersey. All were members of the first-year choir and, with their conductor, participated in a three-week workshop called 'No Justice, No Peace.' The goal was to examine social justice issues and systemic…

This article introduces the thinking and life of dissident investigative journalist, social justice activist, writer and educator, Chris Hedges. He has established himself since leaving the "New York Times" in 2003 as a bold, outspoken thinker and activist in the US, not based in academe, in a sense now free and freelance. He has…

This article examines how school boards in New Jersey navigated the COVID-19 pandemic, which also coincided with the national trauma and reactions related to the George Floyd murder and subsequent backlash. The politicization of issues during that first year of the pandemic foreshadowed profound changes in the world of many school boards in New…

The purpose of this article is to share an example of how an activism framework was used to design and launch a new EdD in Community College Leadership. Capper, Theoharis, and Sebastian's (2006) framework for preparing leaders for social justice along with the Carnegie Project for the Education Doctorate's (CPED) guiding principles and the…

The authors argue that retention of teachers with a sense of purpose and passion is more important than the quantity of those who stay. They look closely at beginning teachers who graduated from a program focused on social justice and address the issue of retention in the profession.

In this essay, Kate Cairns considers the implications of assessing garden pedagogies, arguing that a rhetoric of effects assumes an essentialist conception of the child-as-educational-output and bolsters a neoliberal vision of social change rooted in personal transformation. Drawing from ethnographic research with youth gardens in Toronto,…

Uprisings against police violence have placed the institution of policing front and center in conversations about societal change. In our work with activists, we have engaged in collecting and analyzing public records data to inform community organizing for change. In this editorial we discuss how to obtain, interpret, and analyze public records…

In this essay, I explore my experiences as a practitioner researcher collaborating with my students on a participatory action research project aimed at institutional change. I take up two areas: blurring the boundaries of professionalism in working toward authentic collaborations with students, and secondly, incorporating perspectives of…

To achieve equity, there is a need to recognize that both White educators and educators of color can add values and perspectives to the conversation (Singleton & Linton, 2006). Despite of a large number of studies on social justice, there is a scarcity of studies on how principals of color enact social justice leadership and what are the…

Teacher activism is developing throughout the country with an expanding research base, but little research addresses teacher activism specifically in STEM fields. Using critical race feminism, intersectionality, and TribalCrit this qualitative study focuses on four STEM teacher activists, who founded a social justice STEM organization, to explore…

There is growing interest in including service-learning courses in higher education, and abundant literature exists on this subject. Less researched is binomial service learning, specifically related to civic learning and legal translation. Studies on the goals of combining foreign language instruction with civic participation in the Hispanic…

By infusing social justice themes into social studies lessons and creating interdisciplinary units, educators not only changed the curriculum, but also created a school-wide culture of understanding and valuing human rights.

The terms diversity, equity, inclusion, and justice have become ubiquitous in schools, institutions, and professional organizations. Yet the extent to which the ideals behind these words are realities in today's world language classrooms is less clear. Are our world language classrooms equitable and accessible to diverse learners, particularly…

This article considers how youth participatory action research (YPAR) can be used to build the civic teaching capacities of preservice teachers working in urban settings. In the final semester of an urban-focused teacher education program, preservice teachers led YPAR programs in the urban schools in which they student-taught the previous…