Teaching for Social Justice?

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.