This interpretive case study used Black Critical Patriotism (Busey & Walker, 2017) as a theoretical framework to make meaning of two Black men secondary social studies teachers' thoughts on American citizenship, the purposes of social studies education, and the extent to which they taught for social justice amid anti-CRT legislation and…

In an era of scripted curriculum and high-stakes testing, the latitude teachers have for making curricular decisions in their classrooms has significantly declined. The authors report findings from a literature review of teachers' principled resistance to curricular control. Principled resistance occurs when teachers reject curricular mandates…

The 'demand for justice' is a long-standing principle of Oaxaca's Sección 22 union chapter, which has led a teachers' movement since the 1970s that has evolved to meet changing social, political, and economic circumstances. Various researchers around the globe have increasingly linked notions of justice with education, exploring terms like social…

Unions have played a decisive role in promoting democracy and social justice in Tunisia. In 2023, two teacher unions led a yearlong 'silent strike' of withholding student marks from administration. Based on interviews with 60 teachers, this article analyses teacher views on the unions and on ongoing protests. While unions are still considered the…

Faculty of color (FoC) often engage in social justice scholarship that focuses on the needs of minoritized communities. Yet, FoC often are subjected to suspicion and scrutiny over concerns of objectivity and academic rigor. Despite these barriers, FoC have demonstrated "successfully" navigating traditional institutional reward systems…

Dr. Lucinda Lee Katz was born and raised in North Beach, San Francisco, CA adjacent to Chinatown proper, where she spent her K-12 years attending San Francisco's public schools. Throughout her K-12 education, her peers were primarily Chinese, but she never had a Chinese teacher. She attended Chinese school every day after school and on Saturdays…

This article focuses on Aliza Levenberg, an educator who taught at a Kiryat Shmona high school at the beginning of the 1960s. For three years Levenberg, a middle class Western European, travelled every week from her home in Tel Aviv to the poor town in the northern periphery of Israel, the inhabitants of which were mainly immigrants from Islamic…

We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers' involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our…

This is the creative narrative of two mature social justice-oriented educators' stories to live by, stories to leave by, and stories to return by as we attempt to navigate the newly hooded academic's life in the midst of COVID-19 and Black Lives Matter. The purpose of sharing our stories is not just for our own narrative therapy. When stories…

Drawing on Chicana Feminist Epistemologies, we use trenzas as theory and method for unearthing Sonia's activist trajectory on her path towards conocimiento. The trenza, or braid, consists of testimonio, cultural intuition, and confianza to weave together the complexity of Sonia's story from early life to her professional career. Through…

The Black Lives Matter (BLM) movement is generating a new appetite for understanding the ubiquity of systemic racism. In this short piece, a professor and three newly graduated students from different racialized groups reflect on the reproduction of social inequalities in key institutions and on what decolonization means for the nation, not just…

Despite tendencies to treat leadership education and social justice education as mutually exclusive, the heart of leadership is social justice and effective activism and advocacy requires leading change. This chapter underscores the overlap between social justice and leadership education, details some of our stories as educators, and highlights…

This response to the question about what we are angry about and what we dream of for young children reflects our work of over 30 years in Australasia. For Kylie in Australia and for Sonja in Aotearoa New Zealand and now also Australia. We direct the RECE common call, for an elevation of children's rights, to a voice, to a 'good' education, and to…

This article highlights the ways justice-oriented activist teachers of Color nurture themselves professionally through their involvement in critical professional development through activist teacher networks. This study conducted narrative inquiries of 26 activist teachers of Color across the United States. The counter-stories told by the teachers…

Transformative professional learning is connected to educational and social transformation and possibilities for critical forms of teacher professionalism. Examining and fostering this connection requires greater conceptual clarity about these constructs and how they are enacted. A conceptual review, combining narrative and systematic methods, was…