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Informationen zum Autor Tracy Davis is a professor in the Department of Educational and Interdisciplinary Studies at Western Illinois University, where he also coordinates the College Student Personnel Program. In 2011 he began serving as director of the newly established Center for the Study of Masculinities and Men's Development.Laura M. Harrison is an assistant professor in the Counseling and Higher Education Department at Ohio University. She has served as associate dean of students, Women's Community Center director, resident fellow, and instructor in feminist studies at Stanford University. Klappentext This groundbreaking book offers educators a clear understanding of the concept of social justice and includes effective practices to help them promote social justice and address identity development on their campuses.In the first half of the book, the authors clarify the definition of social justice as an approach that examines and acknowledges the institutional and historical systems of power and privilege on individual identity and relationships. They provide important frameworks and foundational aspects of understanding social justice, and several chapters explore identity development using the critical lenses of history and context, concentrating on ways that oppression and privilege are manifest in the lived experiences of students.In the second half of the book, the authors supply educators with the conceptual tools and strategies needed to infuse a social justice approach into their work with students and within their institutions. They highlight important concepts to consider in designing and implementing effective social justice interventions and provide examples of effective social justice programs. Zusammenfassung This groundbreaking book offers educators a clear understanding of the concept of social justice and includes effective practices to help them promote social justice and address identity development on their campuses. Inhaltsverzeichnis List of Tables and Exhibits ix Foreword xiii Preface xvii Acknowledgments xxvii About the Authors xxxi 1. Uncovering Epistemology: Frameworks Supporting a Change Agenda 1 2. A Toolkit for Understanding a Social Justice Paradigm 19 3. From Wealthy White Landowners to Affirmative Action to Proposition 209 to Grutter v. Bollinger: A Short History of Social Justice and Injustice in Higher Education 51 4. Critical Pedagogy: The Foundation of Social Justice Educational Practice 83 5. Situating the Self: Barriers to and Strategies for Effective Social Justice Education 103 6. Media Literacy 129 7. Disrupting Organizational Practices to Empower People 151 8. Strategies for Reinvigorating Social Justice in Higher Education 171 References 199 Name Index 225 Subject Index 231 ...
Inhaltsverzeichnis
List of Tables and Exhibits ix
Foreword xiii
Preface xvii
Acknowledgments xxvii
About the Authors xxxi
1. Uncovering Epistemology: Frameworks Supporting a Change Agenda 1
2. A Toolkit for Understanding a Social Justice Paradigm 19
3. From Wealthy White Landowners to Affirmative Action to Proposition 209 to Grutter v. Bollinger:
A Short History of Social Justice and Injustice in Higher Education 51
4. Critical Pedagogy: The Foundation of Social Justice Educational Practice 83
5. Situating the Self: Barriers to and Strategies for Effective Social Justice Education 103
6. Media Literacy 129
7. Disrupting Organizational Practices to Empower People 151
8. Strategies for Reinvigorating Social Justice in Higher Education 171
References 199
Name Index 225
Subject Index 231
