A Twenty-first Century Approach to Teaching Social Justice: Educating for Both Advocacy and Action
A Twenty-first Century Approach to Teaching Social Justice: Educating for Both Advocacy and Action defines social justice in terms of the marginalization of groups including women, people of color, queers, working class/poor individuals, and individuals with disabilities. Sixteen original chapters provide new and insightful perspectives on topics ranging from global transgender awareness and action to religious pluralism. Essential reading for anyone concerned about the state of equality in our society, this book will provide undergraduate and graduate students, as well as other readers, with an awareness of various social justice issues and how to develop strategies for social change.
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Aboriginal leadership academic action African American anti-oppressive anti-oppressive practice approach areas Argyle Armenti behavior bisexual challenges classroom context create critical cultural curriculum democracy democratic dialogue discussion diversity engage English studies ethnicity experience feel female faculty Furney gender identity global graduate groups Higher Education human service ICNRD institutions Internet issues Journal leaders learning lesbians LGBT individuals lives Low phenomenon narrative negotiation Olswang opportunities oppression organizations parents participate perspectives political practice professional professors promote public anthropology questions race racial relationship religion religious RGSJ role rural sand tilefish sex reassignment surgery sexual orientation skin color social class social justice social justice framework society special education structures students with disabilities teachers teaching tenure tion Towson University transgender transsexuals understanding University University of Vermont women faculty writing York