ERIC Number: EJ1061581
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 9
Becoming a Social Justice Educator: Emerging from the Pits of Whiteness into the Light of Love. A Response to "Respect Differences? Challenging the Common Guidelines in Social Justice Education"
Fujiyoshi, Kay F.
Democracy & Education, v23 n1 Article 11 2015
This paper addresses the limitations of social justice in institutional spaces and in rhetoric. I write in the form of a quest narrative to describe the lessons I learned from a brief sojourn in a temporary position in an urban teacher education program with a social justice focus and at a nonprofit organization with other social justice workers. My quest entails a retelling of encounters with Whiteness, the challenges of engaging social justice as a process that pushes beyond conversation, and the lessons I took away from my own sense-making of the contradictions in social justice work. [For "Respect Differences? Challenging the Common Guidelines in Social Justice Education," see EJ1042313.]
Descriptors: Social Justice, Teacher Education Programs, Urban Environment, Urban Education, Whites, Racial Factors, Racial Attitudes, Empathy, Humanistic Education
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: email@example.com; Web site: http://democracyeducationjournal.org/home
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A