Teacher education is polarized. Traditionalists tend to center core practices, while justice-oriented scholars center ideologies embedded within our practices. Both, however, must consider how practices and ideologies can operate interdependently to disrupt inequity and cultivate agency among all students. Drawing on an intersectionally-aligned…

Borders--territorial, economic, political, and ideological--are processes of social division. They monitor and exclude and are regulated, patrolled, and maintained by an array of power regimes, but borderlands are also sites of movement, agency, and resistance. Likewise, mathematics is used as a border that divides and politicizes. In this…

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…

"Abolitionist Leadership in Schools" offers school and district leaders rich insights and approaches for recreating, restructuring, and reorienting their service to students, families, staff, and communities in crisis. Though often associated with sudden, large-scale disruptions, crises are ongoing matters--particularly among…

The widespread visibility of George Floyd's murder forced many to confront the realities of police brutality and racial inequities in the United States. Educational institutions, businesses, school divisions, and professional organizations (such as the American Educational Research Association [2020] and National Art Education Association [2020])…

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…

Educational leaders must embrace activism as central to their efforts to combat racism and other unjust policies in schools. Social justice activism is an intentional action with the goal of bringing about positive social change. It requires leaders to accept their responsibility to actively resist exclusion, prejudice and injustice in our…

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…

This commentary engages the three elements of a social justice framework in the study of African American Boys and Men's (AABM) positive development, proposed by Barbarin, Tolan, and Gaylord-Harden (2019). In agreement with the importance of and in support of employing a social justice framework in developmental science, we offer theoretical and…

"Antiblackness," or the socially constructed rendering of Black bodies as inhuman, disposable, and inherently problematic, is the legacy of chattel slavery in the U.S. This article explores the visionary possibility of learning to recognize, honor and steward "Black Education Spaces" (BES). BES might be considered physical…

This article analyzes several online performances from the Black Lives Matter movement for the ways they utilize and blend standard academic literacies and African American rhetoric. These performances are discussed as pedagogies of possibility that meet and exceed the common core standards. This talk also points up the crucial roles that racial…

This article addresses television news coverage of the Development, Relief, and Education for Alien Minors (DREAM) Act of 2010, which would have created a path to legal residency for thousands of undocumented immigrants in the United States. Considering the role that news media play in socially constructing groups of people, through an analysis of…

This conceptual paper addresses the nature of white male privilege within school administration and how that privilege, through an examination and clarification of equity as justice, can be checked, interrogated and possibly moderated by a reflection on the spiritual nature of leading for democratic change.

In this essay, we contend that there is much unfinished business ahead for Christian higher education. Our argument is grounded in the cumulative impact of long-standing frameworks and an expanding knowledge base on diversity and social justice in higher education. In 2013, we edited a special volume of this journal calling for focused work on…

The author, a consultant on equity in schools, relates how she helped a high school's leadership team become aware of, and begin to overcome, patterns in their interactions that silenced certain voices and perspectives. Aguilar explores the concept of implicit bias--which was likely behind these leaders' harmful patterns and also contributed to…