This book provides concrete examples of humanizing collectivist critical pedagogy, which creates a learning space with students, values their mutual-agency, and invites them to play a leading role in remaking higher education. It redefines student success to include an understanding of positionality, macro social structures, and agency. Each class…

Engineering's promise to build a better world has been realized differently across the United States, often with lines of social identity determining who becomes an engineer, who benefits from engineering innovations, and who suffers devastating consequences. Many educational scholars have argued that engineering inequities are in part due to deep…

In this article, we share findings from a 3-year project in which novice teacher educators participated in Freirean culture circles and Boalian Theatre of the Oppressed (teatro) in order to critically explore the work of justice-oriented teacher education. Anchored in one of the project's most resonant scenarios, the article illustrates how teatro…

This article will investigate the philosophy of science of Roy Bhaskar (1944-2014) as a coherent basis for environmental education. The work of Bhaskar serves as an in-depth approach to understanding how to apply critical realism (the critical and the realist) to matters such as environmental education, because he concretely theorises the…

Despite repeated pleas for diversifying the U.S. teacher force, teachers of color who are committed to social justice are often unsupported and even pushed out via structural, interpersonal, and pedagogical obstacles within the profession. In response to neoliberal, colorblind, and apolitical approaches to teacher development and support,…

This paper investigates the degree to which recent digital Open Education literature is aligned to social justice principles, starting with the first UNESCO definition of Open Educational Resources (OER). A critical analysis of 19 texts was undertaken to track dominant and alternative ideas shaping the development of Open Education since 2002 as…

Curriculum integration, or in other words, changing what students are taught within racially desegregated Canadian schools, has served as a primary but incomplete pathway to racial justice. In this paper, I present evidence from a qualitative critical race theory (CRT) methodological study with 13 Métis teachers to demonstrate how curricular…

When teacher candidates learn to teach for equity and social justice during their practicum, they must learn to deal with the emotional conflict and tension that arise from fraught racial dynamics. Because limited research has focused on teacher candidates of Color during their practicum, little is known about how they agentively navigate…

Research demonstrates the benefits of educating for social justice in Physical Education Teacher Education (PETE) programs. This body of research shows that social justice pedagogy enables student teachers to create a sense of social agency and community purpose in their teaching that positions them with more certainty when facing the political…

To address racial inequity and the exclusion of African Americans in applied linguistics, second-language acquisition, and world language (WL) education, our field must reckon with social justice problems of racism and anti-Blackness. Theoretical frameworks of critical race theory (CRT) and critical race pedagogy (CRP) elucidate how such…

Using a social justice framework provides opportunities to engage pre-service and in-service teachers in reflexive thinking centered on issues of access, equity, and social justice. This is particularly prudent in light of recently documented cases of injustice. In attempting to undertake a critical stance, there is value in embracing what Freire…

Current studies focus on critical pedagogy in the classroom as a practice, but do not connect these practices to praxis outside of the classroom as it relates to identity-based student activism. The purpose of this research is to investigate students' experiences and development as identity-based student activists and the role of dialogue in the…

Place-based critical art education (PBCAE) blends an emphasis on place-based education and ecology with the cultural focus of critical pedagogy, the intention being to provide education that takes the ecological, cultural, social and political issues of a place into account. With this goal in mind, visual arts teachers are expected to utilize…

Critical service-learning (CSL) enhances community-engaged service-learning and civic identity development, but are CSL principles congruent with assessments guided by the Civic-Minded Graduate Rubric 2.0? Using a CSL lens, I critique the rubric, noting areas of progress and recommendations to enhance its treatment of identity, power, and…

The physical education teacher education (PETE) pipeline makes it clear to historically racially minoritized pre-service teachers the value of White norms and experiences while simultaneously "othering" their cultural knowledge. Using Critical Race Theory, Critical Whiteness Studies, and emotionality as theoretical frameworks, this…