ABSTRACT
Spatializing social justice literacy research can inform shifts in policies that might, over time, have lasting value within various sociopolitical contexts. In a particular space-time when social injustice occurs, it is often felt and witnessed and can incite response, and when social justice occurs, it goes undetected and is experienced as the normalized morality. This chapter considers the research from within one own field, such as the work conducted by the Conference on English Education (CEE) Commission for Social Justice. It offers the discussion of space-time structuration as a case in point for thinking about how space and time operate as a system of power in English education classrooms. It must seek to offer the same educational, sociocultural, and psycho-emotional opportunities to all in order to help people meet and obtain a determined, but basic threshold that is mutually beneficial to each party who enters into the school space. Social justice work can have in the English classroom and schools.
