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Maton, Rhiannon M. – SoJo Journal: Educational Foundations and Social Justice Education, 2021
This article examines trends in learning among a multiracial group of activist urban educators in an inquiry group dedicated to the topic of structural racism. I find that deep learning about race and racism requires teachers to engage in risk-taking in 2 realms--conceptual and relational. Conceptual risk-taking involves grappling with ideas in…
Descriptors: Risk, Urban Schools, Urban Teaching, Activism
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Lawton-Sticklor, Nastasia; Bielazcyc, Katerine – SoJo Journal: Educational Foundations and Social Justice Education, 2021
This article examines narratives from student discussions in a university course for preservice teachers, focusing particularly on dialogic markers that indicate deep, holistic grappling with race and racism in education that we frame as "emotionally connected." We frame "emotional connectedness" in critical feminist theories…
Descriptors: Preservice Teachers, Race, Racism, Emotional Experience
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Odell, Sarah – SoJo Journal: Educational Foundations and Social Justice Education, 2020
Current research on gender and educational leadership focuses exclusively on women, making men the invisible gender. Critical Black feminist scholars have pushed work on women and educational leadership further by bringing intersectional identity into the discourse, but the research still describes women as monolithic. New critical work in…
Descriptors: Leadership, Feminism, Gender Issues, Sex Fairness
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Nagrotsky, Katie – SoJo Journal: Educational Foundations and Social Justice Education, 2019
Previous research has documented the deficit language and White saviorism embedded in Teach For America scripts. This article details the findings of an analysis of Relay Graduate School of Education in an attempt to add the growing body of literature documenting the program's emergence as a new graduate school of education. Drawing on critical…
Descriptors: Graduate Study, Critical Theory, Race, College Readiness
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Rojas, Leticia – SoJo Journal: Educational Foundations and Social Justice Education, 2018
Drawing on the theories of critical race theory (Ladson-Billings & Tate, 1995), transformative leadership (Shields, 2018), and critical teacher leadership (Bradley-Levine, 2018), this qualitative study explored the teacher leadership perspectives, manifestations, and experiences of nine high school teachers committed to social justice in one…
Descriptors: Educational Change, Minority Group Students, Teacher Leadership, Equal Education
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Bornstein, Joshua – SoJo Journal: Educational Foundations and Social Justice Education, 2018
This article recounts an autoethnographic study of a White elementary school principal's efforts to confront White supremacy in punitive discipline. This principal applied transformative leadership precepts and antiracist pedagogy to conduct a school turnaround effort. The district had committed to neoliberal reform and neoliberal mandates in…
Descriptors: Transformational Leadership, Racial Bias, Whites, Educational Practices
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Cutler, Kelly Deits – SoJo Journal: Educational Foundations and Social Justice Education, 2018
Since the U.S. presidential election of 2016, educators across America have reported an alarming increase in racialized incidents and harassment in schools, referred to as the "Trump Effect" (Costello, 2016). In response, this qualitative study investigates 1 predominately white middle school's attempt to respond the Trump Effect era…
Descriptors: Presidents, Social Bias, Racial Bias, Transformational Leadership
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Coronella, Tamara – SoJo Journal: Educational Foundations and Social Justice Education, 2018
Academic advising practices urgently need refinement to better support the persistence and graduation of first-generation Latina engineering students who are often minoritized in the science, technology, engineering, and mathematics fields. Academic advisors, often cited as individuals with the potential to support student persistence, operate…
Descriptors: Academic Advising, Hispanic American Students, Females, First Generation College Students
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Share, Jeff – SoJo Journal: Educational Foundations and Social Justice Education, 2017
This essay explores the need to prepare educators to teach their students to think critically about the media and information they use and encounter daily so they can become empowered citizens with a sense of agency to use these tools to participate in shaping democracy. After reviewing the dearth of teacher training in media education, the author…
Descriptors: Critical Literacy, Media Literacy, Graduate Study, Preservice Teacher Education
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Haan, Jennifer; Lozano, Roberto; López-Askin, Amanda; Melendez, Marlene – SoJo Journal: Educational Foundations and Social Justice Education, 2016
The central aim of this article is to explore the intersecting voices and experiences of 4 educational leadership doctoral students in a social justice program at a Hispanic serving institution in the Southwest. The 4 doctoral students engaged in conversations regarding their lived experiences and about the relationship between social justice and…
Descriptors: Graduate Students, Doctoral Programs, Student Attitudes, Student Experience