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ERIC Number: ED527835
Record Type: Non-Journal
Publication Date: 2010
Pages: 266
Abstractor: ERIC
ISBN: ISBN-978-1-4331-0682-8
Change Matters: Critical Essays on Moving Social Justice Research from Theory to Policy. Critical Qualitative Research. Volume 1
Miller, S. J., Ed.; Kirkland, David E., Ed.
Peter Lang New York
"Change Matters," written by leading scholars committed to social justice in English education, provides researchers, university instructors, and preservice and inservice teachers with a framework that pivots social justice toward policy. The chapters in this volume detail rationales about generating social justice theory in what Freire calls "the revolutionary process" through essays that support research about teaching about the intersections between teaching for social change and teaching about social injustices, and directs us toward the significance of enacting social justice methodologies. The text unpacks how education, spiritual beliefs, ethnicity, age, gender, ability, social class, political beliefs, marital status, sexual orientation, gender expression, language, national origin, and education intersect with the principles by which we live and the multiple identities that we embody as we move from space to space. This book is critical reading for anyone who strives to cease inequitable schooling practices by conducting research in education to inform more just policies. This book begins with "Teaching Social Justice," an introduction by SJ Miller and David E. Kirkland. It contains four sections. Section 1, Conceiving Social Justice, contains: (1) Theoretical Roots of Social Justice: A Literature Review (SJ Miller); (2) Practice What You Preach: A Personal and Pedagogical Social Justice Policy (Tara Star Johnson); (3) Freire, Vygotsky, and Social Justice Theories in English Education (Mariana Souto-Manning and Peter Smagorinsky). Section 2:, Multi Social Justice Methods in English Education, contains: (4) Scaffolding and Embedding Social Justice in to English Education (SJ Miller); (5) Finding Fragments and Locating Friction: Understanding Social Justice in the Postmodern World (Laura Bolf-Beliveau and Ralph Beliveau); (6) Youth Writing Across Media: A Note About the What and the How (Korina M. Jocson); (7) Literacies and Identities for All (Margaret Hagood); and (8) Beyond Member Checks: Moving Toward Transformative Data Analysis (Janet Alsup). Section 3, The Politics of Social Justice Representations: "Right-ing" and Re-searching, contains: (9) Critically Conscious Analysis: Emancipating Literacy Research (Arlette Ingram Willis); (10) Nomadic Science: Lines for Conducting and Assembling Education Research and Practice (A. Jonathan Eakle); (11) Studying Literacy Practices in Classrooms Using Critical Discourse Analysis: From the Bottom Up (David Bloome, Stephanie Carter, and Ayanna F. Brown); (12) Critical Ethnographies of Discourse: An Essay on Collecting Noise (David E. Kirkland); (13) Context and Narrative in Sociocultural Research (Bob Fecho and Janette R. Hill); and (14) Irreducible Difference, Social Justice, and Autobiographical Qualitative Research: (Im)Possible Representations (Janet L. Miller). Section 4, Subject of the Transformation: Policy and Possibility, contains: (15) The Debate About Teacher Quality: Policy, Politics, and Social Justice (Marilyn Cochran-Smith); (16) Language Education and Social Justice in English Education Policy (Leslie David Burns); (17) Discourse-Oriented Research and Democratic Justice (Mary M. Juzwik and Matt Ferkany); and (18) Embodying Socially Just Policy in Practice (Gerald Campano and Lenny Sanchez). "Matters Change; And Why Change Matters", an afterword by Peter McLaren is included. Appended are: (1) Teacher Education Activities/Assignments (SJ Miller); and (2) Sample Pedagogy Assignment (SJ Miller). An index and a glossary are included. [Foreword by Glynda Hull.]
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail:; Web site:
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Audience: Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A