Defining Social Justice in Education
The definition of social justice in education is neither universally agreed upon nor has it remained static over time. Concepts of fairness, social recognition, diversity, inclusion, and antibias are among the main concepts that constitute how scholars th
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Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Definitions of Social Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Equity and Distributive Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adequacy and the Democratic Threshold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intersection of Equity and Adequacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Social Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Social Justice in Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professional Standards of Practice and Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teaching Social Justice in Educator Preparation Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Abstract
The definition of social justice in education is neither universally agreed upon nor has it remained static over time. Concepts of fairness, social recognition, diversity, inclusion, and antibias are among the main concepts that constitute how scholars think about, and educators practice, social justice in their work. Although conceptualizing social justice and the ways social justice looks in the field do not always align, they do inform each other, and university educator preparation programs provide a unique bridge between theory and practice. Although there have been notable attempts to co-opt and limit the social justice lexicon, over time ideas about what social justice means have grown to be more eclectic, not more exclusive. Moreover, initially disparate ideas about justice have found connections in philosophy and practice, and inform each other in interesting ways that help guide educators in how to conceive of, engage in, and measure J. C. Pijanowski (*) · K. P. Brady University of Arkansas, Fayetteville, AR, USA e-mail: [email protected]; [email protected] © Springer Nature Switzerland AG 2020 C. A. Mullen (ed.), Handbook of Social Justice Interventions in Education, Springer International Handboo
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