Inequality and injustice in education have been viewed from the perspective of social justice. Since the emergence of John Rawls's "A Theory of Justice," social justice issues have attracted the attention of social and political philosophers. Theoretical consequences of social and political philosophy have been actively incorporated into…

Developing humanizing, culturally and linguistically responsive and justice-oriented classroom management practices require integrating robust theoretical principles with practice-based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers…

In this theory-based practice article, the authors introduce restorative and community-building practices as social justice for English learners. As circle keepers and educators of English learners, the authors emphasize the necessity for reimagining English for speakers of other languages classrooms as not only places of learning English, but…

White privilege, white fragility, and white systems of oppression, both in the workplace and in everyday life, function to cause white people desiring a more just society to stumble, even when they're aware of these obstacles. In this essay, I discuss my experiences, during the dual pandemics of 2020, in trying to manage my white privilege and my…

As identity becomes more discussed within education, it becomes crucial to understand identity in relation to power and social justice. In this paper, we discuss the identity frameworks of figured worlds and rightful presence to operationalize the critical consideration of identity within mathematics learning environments. We argue that by…

The examination of racist, normalized ideology within American education is not new. Theoretical and practical conceptions of social justice in education have attempted to attend to educational inequality. Oftentimes, these attempts have reinstated the status quo because they were framed within the same Eurocentric paradigm. To address this,…

This paper suggests that scholarship in critical pedagogy needs to consider two important issues: first, how students' affective life ("affect" and "emotion" are used as interchangeable terms here) is manifested through "counter-conduct practices", namely, practices of resistance that challenge dominant or hegemonic…

In classes that examine entrenched injustices like sexism or racism, students sometimes use "distancing strategies" to dissociate themselves from the injustice being studied. Education researchers argue that distancing is a mechanism through which students, especially students of apparent privilege, deny their complicity in systemic…

Students of color in urban areas experience a multitude of intersecting oppressive structures that influence their behavior in schools. As a result, teachers in these schools often face distinct student behavior challenges to which they are often ill-equipped to respond. Colorblind approaches to student misbehavior, those that do not acknowledge…

The US Census states that Americans under the age of five are a majority- minority with 50.2% of this population from minority backgrounds. As our country continues to grow as a rich, diverse multicultural nation, it is imperative that early childhood teacher educators prepare future teachers to embrace this diversity and provide experiences that…

The purpose of this article is to discuss meritocracy as it impacts our undergraduate college teaching. As college educators, we have come to realize how little students have been challenged to critically examine the notion of meritocracy. Seeking to understand why this is so and what we can do to engender a more nuanced understanding of how…

The Good Behavior Game (GBG) is a classroom management system that employs an interdependent group contingency, whereby students work as a team to win the game. Although previous anecdotal data have suggested that this arrangement may promote prosocial behavior, teachers may have concerns about its fairness and potential to evoke negative peer…

The educational literature has blossomed with information on becoming interculturally sensitive (e.g., Bennett, 2004, 2009), discussions on theory and practice for education aimed at enhancing intercultural sensitivity in students (e.g., Bleszynska, 2008), or how to identify and assess intercultural sensitivity as a learning outcome (e.g.,…

In a time of increased standardization and top-down reform, teachers with democratic and social justice-oriented perspectives must work to create classroom spaces that value student voice and position them as knowledge holders. This article draws on a critical literacy framework to analyze the case study of one teacher working within a teacher…

This paper engages with Guattari's query about, how to make a classroom operate like a work of art? Guattari's question is not intended to be prescriptive or dogmatic. Rather, his thinking engenders a way of thinking about art as an affective event that has the capacity to invent new relations and new ways of learning. In the first section, we…