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Theoretical Foundations for Social Justice Education
Abstract
This chapter lays out the theoretical foundations for our approach to social justice education, discusses why clarity about our theoretical underpinnings is important, and defines key terms such as “justice,” “social justice,” “isms,” and “intersections.” Next, the chapter describes seven dynamics of oppression (hierarchical, cumulative, normalizing, dehumanizing, etc.), with examples to illustrate how these dynamics operate within and across different isms at both individual and systemic levels. The chapter concludes with a section on acting for social justice that links theory with practice to show the many ways individuals can organize with others to take action for justice at individual, organizational, and collective levels.
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Cited by
Experiences of neurodivergent students in graduate STEM programs
Syharat, C. M., Hain, A., Zaghi, A. E., Gabriel, R., & Berdanier, C. G. P. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1149068 · Cited by 62
Metadata
- Authors
- Bell, L. A.
- Venue
- Teaching for Diversity and Social Justice
- Publisher
- Routledge
- Published
- 2022-06-27
- Pages
- 3-25
- OpenAlex
- W4283591672
- Cited by
- 253
- References
- 0
- FWCI
- 184.01
- Type
- book chapter
- Language
- en
- Open access
- closed
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- Bell, L. A. (2022). Theoretical Foundations for Social Justice Education. Teaching for Diversity and Social Justice. https://doi.org/10.4324/9781003005759-2
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
