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Theoretical Foundations for Social Justice Education

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Lee Bell at Columbia University
Lee Bell
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Abstract

This chapter contextualizes the approach to oppression and social justice taken throughout this book. It provides a framework for readers who approach oppression and social justice from other positions to see what approaches we share, and where we differ. Our intention is to foster a broad and continuing dialogue among the many people who struggle, as we do, to find more effective ways to challenge oppressive systems and promote social justice through education. The chapter examines the enduring and the ever-changing aspects of oppression by tracing ways in which "commonsense" knowledge and assumptions make it difficult to see oppression clearly. We underscore the value of history for discerning patterns, often invisible in daily life, that reflect systemic aspects of oppression as it functions in different periods and contexts. We propose concepts that enable us to freeze and focus on specific forms of oppression in our teaching while staying cognizant of the shifting kaleidoscope of dynamic and complex social processes in which they are embedded. As historical circumstances change and newly emerging social movements take up issues of oppression in the United States and throughout the world, new definitions and understandings will evolve. Through highlighting the historical and contextual nature of this process here, we hope to avoid the danger of reifying systems of oppression as static or treating individuals as unidimensional and unchanging. History illustrates both how tenacious and variable systems of oppression are and how dynamic and creative we must continue to be to rise to the challenges they pose. The concepts and processes we present in this text are also continuously evolving. We hope the work presented in this second edition will contribute to an ongoing dialogue about social justice education theory and practice in ways that can have more potent and sustained impacts for justice, fairness and equality in our world. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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February 2016: 7 x 10: 438pp
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Hb: 978-1-138-02333-8 | $170.00
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3RD EDITION
Teaching for Diversity
and Social Justice
Edited by Maurianne Adams, University of Massachusetts,
Amherst and Lee Anne Bell, Barnard College
With Diane J. Goodman and Khyati Y. Joshi
For twenty years, Teaching for Diversity and Social Justice has been the
definitive sourcebook of theoretical foundations, pedagogical and design
frameworks, and curricular models for social justice teaching practice.
Thoroughly revised and updated, this third edition continues in the
tradition of its predecessors to cover the most relevant issues and
controversies in social justice education in a practical, hands on format.
New chapters include core SJE concepts, an intersectional approach to all
SJE issues, and an online/blended SJE curriculum. This book offers
teachers and facilitators an accessible pedagogical approach to issues of
oppression and social justice. The accompanying website provides ready-
to-apply activities and discussion questions, handouts and curricular
materials.
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Preface
Acknowledgements
1. Theoretical Foundations for Social Justice Education
Lee Anne Bell
2. Pedagogical Foundations for Social Justice Education
Maurianne Adams
3. Design and Facilitation
Lee Anne Bell, Diane J. Goodman, and Mathew L. Ouellett
4. Getting Started: Core Concepts for Social Justice Education
Maurianne Adams and Ximena Zúñiga
5. Racism and White Privilege
Lee Anne Bell, Michael S. Funk, Khyati Y. Joshi, and Marjorie Valdivia
6. Sexism, Heterosexism, and Trans* Oppression: An Integrated Perspective
Chase J. Catalano and Pat Griffin
7. Classism
Maurianne Adams, Larissa Hopkins, and Davey Shlasko
8. Religious Oppression
Maurianne Adams and Khyati Y. Joshi
9. Ableism
Benjamin Ostiguy, Madeline L. Peters, and Davey Shlasko
10. Youth Oppression and Elder Oppression
Keri DeJong and Barbara Love
11. Online and Blended Pedagogy in Social Justice Education
Andrea Dre Domingue
12. Critical Self-Knowledge for Social Justice Educators
Lee Anne Bell, Diane J. Goodman, and Rani Varghese
About the Contributors
TABLE OF CONTENTS:
... The theoretical underpinnings of this perspective are rooted in social justice education [31], which seeks to ensure the full and equal participation of all groups in society, emphasizing fairness and inclusion as fundamental objectives. Building upon this notion, ref. [46] emphasizes the pivotal role of cultivating critical consciousness among learners. This cultivation enables learners to discern systemic inequities and participate meaningfully in endeavors aimed at affecting social transformation. ...
... Furthermore, ref. [9] highlights the complexity of social sustainability, emphasizing its multidimensional and value-laden nature, which hinders the development of universally applicable metrics. Additionally, ref. [46] observes a limitation in the existence of standard benchmarks for social outcomes, such as equity or community resilience, which hinders the consistency of evaluation efforts within education systems. ...
... Nevertheless, despite the proven effectiveness of these approaches, they remain underutilized in many education systems. The persistence of rigid, standardized curricula and a continued preference for traditional, teacher-centered methodologies present significant barriers to broader adoption [46,53]. This incongruity underscores the necessity for enhanced curricular flexibility and institutional support to foster interdisciplinary and student-centered learning experiences. ...
Embedding Social Sustainability in Education: A Thematic Review of Practices and Trends Across Educational Pathways from a Global Perspective
Article
Full-text available
  • May 2025
Education for Sustainable Development (ESD) is imperative to achieving the Sustainable Development Goals (SDGs), particularly SDG 4 and Target 4.7, which promote inclusive, equitable, and quality education. Nonetheless, while environmental and economic sustainability have been the focus of considerable attention, the social dimension—comprising equity, cultural diversity, human rights, and community resilience—remains under-explored. The present study employed a reflexive thematic review and quantitative analysis of relevant sources, of which there were 67, that were published between 2010 and 2024. The objective of this investigation was to examine the extent to which social sustainability is integrated into ESD. A thorough examination of the existing literature resulted in the identification of four overarching themes: the conceptualization of social sustainability, pedagogical approaches, barriers to implementation, and policy and institutional support. The quantitative findings indicated that conceptualization was the most emphasized theme, receiving 169 weighted points. The implementation of policy support and pedagogical strategies received 82 and 71 weighted points, respectively. A comprehensive review of contemporary trends reveals a persistent escalation in societal awareness concerning social sustainability, accompanied by a pronounced shift towards participatory pedagogical practices following the year 2020. Notwithstanding the progress that has been achieved, challenges such as inflexible curricula and inadequate institutional support persist. This study presents a series of fundamental recommendations designed to optimize educational practice. The most significant of these is the necessity to enhance the pedagogical training of educators. Furthermore, this study calls for the development of curricula that exhibit a high degree of flexibility and interdisciplinary orientation. Furthermore, it is advised that educational policies be aligned with Target 4.7 of the Sustainable Development Goals. This study’s findings suggest the need for the enhancement of assessment frameworks with the overarching objective of fostering inclusive and socially sustainable educational practices.
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... These terms are absolutely important when it comes to understanding the dynamics that are at play in the classrooms of queer language teachers. While teacher agency is the ability of the teachers to make decisions in their classroom, social justice is the principle of fairness and equality in resource allocation and societal integration, addressing inequity in systems that prioritize certain social groups based on their position (Bell, 2007). It recognizes and dismantles societal disadvantages like racism, classism, sexism, ableism, and heteronormativity (Dyches & Boyd, 2017). ...
... It recognizes and dismantles societal disadvantages like racism, classism, sexism, ableism, and heteronormativity (Dyches & Boyd, 2017). In education, social justice aims to help individuals understand oppression and socialization within oppressive systems, appreciating unique qualities and preferences and challenging hierarchies (Bell, 2007;Dyches & Boyd, 2017). ...
... Dewey's focus on experiential learning and democratic classroom practices has impacted global progressive movements, while Freire's ideas have empowered oppressed populations and pushed for social justice in education. Bell (2007) defined social justice as the principles of fairness and equality in allocating resources and the acknowledgment and integration of all members of society, regardless of their social identities. In other words, the social justice perspective addresses the inequity that arises when disparities are organized and prioritized in a system that unfairly grants authority, societal and economic benefits, and institutional and cultural legitimacy to certain social groups based on their position within that system. ...
QUEER TEACHERS' AGENCY IN LANGUAGE EDUCATION
Book
  • Mar 2025
Queer Teachers' Agency in Language Education explores how to create an inclusive, gender-fair language learning environment by embracing the queer identity of the teacher, challenging traditional norms and fostering acceptance.
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... Learning about the effects of residential schools is a significant step in moving forward into reconciliation. Bell explained "Knowledge of history helps us to trace the patterns that constitute oppression over time and enable[s] us to see the longstanding grievances of different groups in our society" [14] and and "it offers hope as well as the evidence that oppressive circumstances can change through the efforts of human actors" [14]. ...
... Learning about the effects of residential schools is a significant step in moving forward into reconciliation. Bell explained "Knowledge of history helps us to trace the patterns that constitute oppression over time and enable[s] us to see the longstanding grievances of different groups in our society" [14] and and "it offers hope as well as the evidence that oppressive circumstances can change through the efforts of human actors" [14]. ...
Reconciliation through Art: The Power of Unmasking Identity
Chapter
Full-text available
  • Apr 2025
The education system has established institutional hierarchies and perpetuated different forms of oppression that restrict the learning experiences of diverse students across Canada. Oppression is a significant problem within education. One of the ways that educators address and disrupt oppression within education is through reconciliation. By giving educators a chance to engage in reconciliation, they can learn about Indigenous ways of knowing, what reconciliation is, and build new relationships with their diverse students. By using arts-based practices, it can create a space where educators can experience a deep exploration and understanding of themselves and others by re-imagining lived experiences in and through time. By combining arts-based practices and reconciliation together, it gives educators the opportunity to develop awareness of their positionality, develop supportive environments, have critical conversations to promote reconciliation, be accountable to the diverse community, foster vulnerability, and develop allyship. Through critical artistic reflection on their practice in conjunction with learning reconciliation strategies, educators can learn to reflect on their practice in such a way that they become more aware of how to disrupt oppression within their classroom.
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... Social justice orientated, (see Rawls, 1971;Bell, 2007;Connell, 2014;De Sousa Santos, 2014), the findings suggest that, firstly, teachers' understandings of citizenship and social cohesion are influenced by varied training experiences, opportunities and sociopolitical contexts. Secondly, these affective elements of teaching and learning are rarely discussed and promoted through CPD programmes and, thirdly, despite very little exposure to CPD for citizenship and social cohesion, teachers still claim to promote and incorporate these values in their teaching practices and pedagogical approaches. ...
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... The higher a woman's education, the more respect she receives, both for herself and her family, which in turn increases their social status in the hierarchy of society. As explained by Bell (2016), this change reflects the appreciation of women's efforts in achieving higher education, which not only benefits the individual, but also benefits the social status of women's families. ...
BUILDING SOCIAL PRESTIGE OF EDUCATION THROUGH LOCAL CULTURE OF BELIS FOR MANGGARAI PEOPLE
Article
Full-text available
  • Mar 2025
This research aims to explore the relationship between Belis culture and the social prestige of education for the Manggarai community. The main focus of this research is to analyze how Belis culture can influence access to and motivation for education, especially for women, as well as its impact on social dynamics in the community. This research uses a qualitative approach with a case study method. The research subjects involved three main groups: teachers, students and parents, and community leaders. Data were collected through in-depth interviews, participatory observation and focus group discussions (FGDs). The results show that the Belis culture, which is a dowry given in marriage, plays a significant role in building the social prestige of education, with highly educated women receiving greater rewards in the form of higher Belis values. On the other hand, while this culture provides incentives for women to pursue higher education, economic pressures are a major challenge for families who cannot afford the high Belis obligations, resulting in limited access to education for children, especially girls. This research suggests that the Belis culture be utilized as a driver of educational motivation, by integrating educational incentives for families committed to the quality of their children's education. In addition, to reduce social inequality, efforts to improve access to education through family economic empowerment need to be made.
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... Systems of domination and oppression often signify a hierarchical relationship that confers benefits and power to particular groups of people (Bell, 2016) who utilize their power and privilege to uphold and maintain oppressive systems and organizations. Supervisory relationships often start from places of dominance, in part due to the already hierarchical nature of supervision. ...
Supervision as a Liberatory Practice: Supporting Early-Career Residence Life Professionals
Article
Full-text available
  • Apr 2024
Poor supervision has long been cited by new student affairs professionals, particularly practitioners of color, as a factor contributing to their early departures from the field. This, coupled with the hierarchical and often authoritative structures of higher education, has led to practitioners of color feeling burned out and often devalued in their positions. This article discusses the importance of liberatory supervisory practices, specifically centering the supervision of new student affairs practitioners of color, that are grounded in care, compassion, and collaboration. Using composite narratives, this article discusses scenarios taken from a larger research project and then uses a supervisory framework to promote liberatory practices. This framework includes working to fracture dominance and oppression; understanding the importance of engaging in dialogue, agency, and collaboration; supporting healing and well-being; and engaging in accountability, compassion, and self-reflection. The article includes questions to guide critical reflection on supervisory practices.
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... In addition, there is the factor of their inability to build connections. They require students to make these connections independently (Anderson, 2018;Bell, 2016). Based on this analysis, Table 2 presents a summary of the initial condition of textbooks focused on theater materials, which are used in various colleges and universities in Indonesia: ...
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Examining Education for Sustainable Development in Higher Education to Promote Education for Social Justice in ChatGPT
Chapter
  • Mar 2025
Generative AI can be employed as an effective instrument for the identification of the learning objectives that must be achieved in order to attain the Sustainable Development Goals (SDGs). Therefore, this research aims to answer these main research questions: (1) How does ChatGPT respond to issues (key competences, learning objectives, key pedagogical approaches, role of the artificial intelligence application ChatGPT) related to Education for Sustainable Development in higher education to promote Education for Social Justice?(2) Are the answers and suggestions provided by ChatGPT in line with the learning objectives of the UNESCO Education for Sustainable Development Goals (2017)? and (3) How was ChatGPT used in this study and what are the researcher's thoughts about its use as a research tool? An exploratory research method is used in this study. In this context, it aims to document experiences with ChatGPT and to discuss possible implications. In order to ascertain the results, the ChatGPT outputs were subjected to a detailed analysis.
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Critical Choices: Collaborative Decision-Making for Student-Centered Design
Article
  • Apr 2025
  • TechTrends
Decision-making in learning design involves a complex, dynamic and multifaceted process. This process takes place within an ecosystem where decisions in one area influence others, emphasizing the non-linear and interconnected nature of the process. The dynamic nature of decision-making needs to be discussed through the partnerships between instructional designers and instructors and the scope of decisions each party has. Instructional designers who work closely with faculty may have increased influence in the decision-making process due to the trust and confidence that instructors have on them. Therefore, the decision-making process becomes collaborative, where both instructors and instructional designers together make deliberate decisions to ensure all students succeed in their learning journeys. In addition, anchoring collaborative decision-making on principles of social justice can help support a student-centered learning environment where all students’ experiences are valued, and their voices are heard.
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Love in Action: Service-Learning at the Intersection of Catholic Studies and Social Work
Chapter
  • Apr 2025
Anthony L. Nicotera, JD, DSW, LCSW, in his chapter Love in Action: Service-Learning at the Intersection of Catholic Studies and Social Work, describes the project and work of Seton Hall’s Catholic Social Thought in Action Academy toward the development of pedagogical models that integrate Catholic Social Teaching with social work as a profession. Inspired by Gaudium et Spes and the Second Vatican Council, and the contemporary social thought and teachings of the Catholic faith, Seton Hall University’s Catholic Social Thought in Action Academy exists at the intersection of core commitments and principles of social work and Catholic studies/Catholic Social Thought, offering lectures, panel discussions, scholarship, research, publications, presentations, events, and core university courses, including service-learning internships, that explore the confluence of these core principles and values in action. Despite the natural synergy between social work and Catholic Social Thought, there are no known pedagogical models that integrate the two. In fact, prior to the founding of Seton Hall University’s double major in social work and Catholic studies, and the Catholic Social Thought in Action Academy, a review of the social work literature found only one article on the subject. The Catholic Social Thought in Action Academy gives life to Pope Francis’s call to institutions of higher learning to be engaged in the work of shaping environments of creative thinking and dismantling structures of injustice. It responds to the United States Conference of Catholic Bishops’ ongoing mandate to intensify efforts to integrate Catholic teaching into the curriculum and broader life of our educational endeavors. Consistent with common core values, the Catholic Social Thought in Action Academy centers, and pays particular attention to, the experience, needs, and struggles of people who are most vulnerable, marginalized, and oppressed. The Catholic Social Thought in Action Academy provides students with the tools—intellectual, practical, and spiritual—to actualize these common commitments. The Catholic Social Thought in Action Academy’s Social Work and Catholic Studies Service-Learning Internship interdisciplinary course, where students engage in community-based practice and learning in dialogue with academic learning and critical reflection in the classroom, embodies the Academy’s core commitments and provides an interdisciplinary model for other Catholic studies programs.
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