Socail Justice in Education: Just another buzz word or a daily struggle?
We are excited to send you The Catalyst's call for articles, which is posted below and can also be found at http://trace.tennessee.edu/catalyst/call.html. The Catalyst is a peer-reviewed journal that is published digitally, and submissions can take a variety of forms (e.g. empirical research, theoretical works, action-oriented narratives, songs, and artwork). Additionally, we are interested in publishing work produced by graduate students, educational practitioners, and professors. If you have any additional questions, please feel free to contact Todd Cherner (email@example.com). We would also appreciate it if you forward this call to other individuals who you think would be interested in submitting their work.
Todd Cherner, John Delport, and Nanci Howard
Social Justice in Education: Just Another Buzz Word or a True Daily Struggle?
In October of 2009, Secretary of Education Arne Duncan said, "Great Teaching is about so much more than education; it is a daily fight for social justice" (Duncan, 2009). It has been five years since Secretary Duncan made that statement, but what progress has been made? Has the achievement gap narrowed? Is sexual orientation still a taboo subject in schools? Does poverty still play a role in the success or failure of students? Because teaching is a political act rather than a neutral representation of facts (Friere, 1971), artificial boundaries based on personal attributes and social constructs are more often reinforced than deconstructed. Is it the deconstruction of this Freirean notion Secretary Duncan was referencing, or was it something different?
In this issue, we seek empirical research, theoretical works, and action-oriented narratives that respond to Secretary Duncan's comments about social justice. We want to know if and how this type of work is being done in our nation's schools, communities, and other educational contexts. In our understanding, to engage social justice does not mean we document it, it means we take part in it. Therefore, important to these works is that authors include their conceptualization of what social justice is, stands for, or means to them as scholars and activists.
Submissions are due by June 1, 2014.