Acceptance, Understanding, and the Moral Imperative of Promoting Social Justice Education in the Schoolhouse

Acceptance, Understanding, and the Moral Imperative of Promoting Social Justice Education in the Schoolhouse


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This book examines the critical issues associated with the topic of social justice in primary and secondary education.

Understanding the challenges related to educational inequity requires a comprehensive and systematic re-examination of educational reform; specifically, this book defines social justice education, offers different perspectives from major thought leaders and examines the challenges faced by different populations when it comes to receiving equal opportunity and treatment. Emphasis will be placed on programs, approaches and strategies to increasingly teach tolerance, respect, and understanding within and between these groups and members of the majority culture. The focus, then, will be on educational practices designed to prepare students from diverse backgrounds to be active, contributing, and fully participatory members of our contemporary society.

This book is most appropriate for preservice and veteran teachers, school and educational psychologists, related special education service professionals, educational administrators, guidance counselors, graduate education professors, policymakers, parents, and student leaders who wish to gain a better understanding of how social justice can and should become a valuable part of the educational landscape.

Product Details

ISBN-13: 9781622737307
Publisher: Vernon Art and Science
Publication date: 05/09/2019
Series: Series in Education
Pages: 146
Product dimensions: 6.00(w) x 9.00(h) x 0.31(d)

About the Author

Dr. Nicholas D. Young, PhD, EdD has worked in diverse educational roles for more than 30 years, serving as a principal, special education director, graduate professor, graduate program director, graduate dean, and longtime superintendent of schools. He was named the Massachusetts Superintendent of the Year, and he completed a distinguished Fulbright program focused on the Japanese educational system through the collegiate level. Dr. Young is the recipient of numerous other honors and recognitions including the General Douglas MacArthur Award for distinguished civilian and military leadership and the Vice Admiral John T. Hayward Award for exemplary scholarship. Dr. Young has written extensively in the fields of education, counseling, and psychology.

Dr. Elizabeth Jean, EdD has served as an elementary school educator and administrator in various rural and urban settings in Massachusetts for more than 20 years. As a building administrator, she has fostered partnerships with staff, families, various local businesses, and higher education institutions. Dr. Jean is currently a graduate adjunct professor at the Van Loan School of Education, Endicott College. She has written widely on topics in education from preschool to PhD.

Dr. Teresa A. Citro, PhD is the Chief Executive Officer of Learning Disabilities Worldwide, Inc. and the Founder and President of Thread of Hope, Inc. She is a graduate of Tufts New England Medical School and Northeastern University, Boston.  Dr. Citro has co-edited several books on a wide range of topics in special education, and she co-authored a popular children's series I Am Full of Possibilities.  She is the co-editor of two peer-reviewed journals: Learning Disabilities: A Contemporary Journal and Insights on Learning Disabilities: From Prevailing Theories to Validated Practices.

Table of Contents



1) Social Justice as a Teaching Construct: Fundamentals Under Review

Nicholas D. Young, PhD, EdD, American International College

Jennifer Innocenti, MA, American International College

Elizabeth Jean, EdD, Endicott College

2) Home-School Partnerships: Connecting with Families Through a Social Justice Lens

Elizabeth Jean, EdD, Endicott College

Nicholas D. Young, PhD, EdD, American International College

3) School Law and Policy: Promoting and Protecting Diverse Students

Jennifer A. Smolinski, JD, American International College

4) Gender and Sexual Orientation: Understanding the Differences Among Students

Elizabeth Jean, EdD, Endicott College

Doris Buckley, MEd, Northern Essex Community College

5) Reaching and Teaching Adoptees in the Classroom: Making All Feel Welcome

Karen Russo, EdD, St. Joseph’s College

6) Racial, Ethnic, and Linguistic Diversity: Meeting Students Where They Are

Charles B. Hutchison, PhD, The University of North Carolina at Charlotte

Jonimay Morgan, MA, The University of North Carolina at Charlotte

Michelle Pass, MS, The University of North Carolina at Charlotte

7) Advancing the Social Standing of Students from Educationally At-Risk Populations: Students Who Learn, Look, Speak, Behave, or Believe Differently

Ellen L. Duchaine, PhD, Texas State University

8) Understanding and Addressing Bias in Classroom Assessment: Promoting Fairness Through Equitable Grading Practices

Nicholas D. Young, PhD, EdD, American International College

Dianne M. Young, MAT, University of Massachusetts

9) Teaching to the Common Core State Standards While Emphasizing Social Justice: Classroom Strategies That Work

Kristi L. Santi, PhD, University of Houston

Jacqueline Hawkins, EdD, University of Houston

Sara J. Jones, PhD, University of University of Houston

10) College Preparation and Professional Development: What Every Preservice and Veteran Teacher Should Know about Social Justice Education

Nicholas D. Young, PhD, EdD, American International College

Jennifer Innocenti, MA, American International College

List of Acronyms

About the Primary Authors

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