Teaching for Social Justice? Voices from the Front Lines examines the process of four K-12 educators and a university-based researcher discussing, studying, and acting on the potential power of social justice. Through frequent, lively, and complex meetings, these educators examine their varying educational philosophies, practices, and teaching sites. Using experimental writing methods and qualitative methodology, North bridges the great divide between teacher and academic discourse. She analyzes the complex, interconnected competencies pursued in the name of social justice, including functional, critical, relational, democratic, and visionary literacies. In doing so, she reveals the power of cross-institutional, democratic inquiry on social issues in education.
Table of Contents
Acknowledgments Foreword by Kevin K. Kumashiro Introduction PART I: Functional Literacy Chapter 1: Functional Literacy in Context: A Portrait of Margaret Chapter 2: Developing Functional Literacy for Social Justice? PART II: Critical Literacy Chapter 3: Critical Literacy in Context: A Portrait of Joe Chapter 4: The Limits of Critical Literacy in Isolation PART III: Relational Literacy Chapter 5: Relational Literacy in Context: A Portrait of Julie Chapter 6: More than "Fluffy Talk": The Significance of Relational Literacy PART IV: Democratic Literacy Chapter 7: Democratic Literacy in Context: A Portrait of Paul Chapter 8: Reclaiming Democratic Literacy, Cautiously PART V: Visionary Literacy Chapter 9: Do Maggots Have Protein? A Call for Visionary Literacy Chapter 10: Conclusion: The Art of Cultivating Hope Appendix: Study Methodology Notes References Index About the Author