ABSTRACT
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
chapter |7 pages
Introduction
part |34 pages
Functional Literacy
chapter |15 pages
Developing Functional Literacy for Social Justice?
part |33 pages
Critical Literacy
chapter |15 pages
The Limits of Critical Literacy in Isolation
part |33 pages
Relational Literacy
part |37 pages
Democratic Literacy
chapter |18 pages
Reclaiming Democratic Literacy, Cautiously
part |18 pages
Visionary Literacy