Book Reviews: Building Cultural Competence: Innovative Activities and Models: Getting to Graduation: The Completion Agenda in Higher Education: Social Justice Education: Inviting Faculty to Transform Their Institutions

2014 ◽  
Vol 16 (2) ◽  
pp. 293-306
Author(s):  
Snejana Slantcheva-Durst ◽  
Shannon Rios ◽  
Kathryn S. Jaekel Lecturer
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Cultural Competence ◽  
Social Justice Education ◽  
Completion Agenda

Is Teaching for Social Justice a “Liberal Bias”?

2009 ◽  
Vol 111 (2) ◽  
pp. 376-408 ◽  
Author(s):  
Barbara Applebaum
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Research Question ◽  
Social Justice Education ◽  
Left Wing ◽  
Intellectual Diversity ◽  
Teaching For Social Justice ◽  
A Charge ◽  
Background Context ◽  
Liberal Bias

Background/Context A charge heard repeatedly, especially in contemporary media by neo-conservatives such as David Horowitz and George Will, maintains that there is a “liberal bias” in North American academe. The primary grievance is that students in higher education are being indoctrinated into a left-wing ideology that discriminates against conservatives and that some professors are using their classrooms as a political podium at the expense of intellectual diversity. Purpose/Objective/Research Question/Focus of Study The purpose of this project is to analytically assess the charge of “liberal bias” as it is specifically leveled at those who make social justice education a requirement of higher education, and especially teacher education. Research Design Using conceptual analysis, this project highlights two aspects of the charge: the charge of “bias” and the charge of “ideology/imposition.” It is argued that the charge of bias is grounded in an assumption about teacher neutrality. The concept of teacher neutrality is examined and shown to be primarily concerned with evenhandedness. It is concluded that under conditions of systemic injustice, social justice education is evenhanded. The charge of ideology/imposition is then explored, and it is argued that the underlying concern revolves around the development of critical reflection. Four different readings of “ideology” are delineated. It is argued that social justice education, although ideological in some sense, does not in principle involve imposition because it promotes rather than arrests criticality. The type of criticality that social justice education promotes is then elucidated. Conclusions/Recommendations Making social justice education a requirement of higher education is both evenhanded and, although a type of ideology, it promotes rather than impedes criticality. Educational researchers are exhorted to be less concerned about bias and ideology in regard to social justice education and to turn their attention to how privileged students can be educated without recentering their privilege in ways that sacrifice the education of the marginalized. How can education recognize and repair not just the harm done by others but the harm that occurs under the name of education?1

Book Reviews

2008 ◽  
Vol 1 (2) ◽  
pp. 102-111
Author(s):  
Elsa Rodeck ◽  
Maki Kimura ◽  
Patrick Ainley
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Education Policy ◽  
Race And Ethnicity ◽  
Freshman Year ◽  
Practice Teaching

Rebekah Nathan (2005) My Freshman Year: What a Professor Learned by Becoming a StudentReview by Elsa RodeckSteve Spencer and Malcolm Todd (eds) (2006) Reflections on Practice: Teaching ‘Race’ and Ethnicity in Further and Higher EducationReview by Maki KimuraJames Avis (2007) Education, Policy and Social Justice, Learning and SkillsReview by Patrick Ainley

Conversations Worth Having: Linking Social Justice Education to the Co-Curricular

2014 ◽  
Author(s):  
Michele Ribeiro ◽  
Teresita Alvarez-Cortez ◽  
Christopher Hughbanks ◽  
Eric Alexander
Keyword(s):  
Social Justice ◽  
Social Justice Education
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