Rowman & Littlefield Publishers
Pages: 186
•
Trim: 6¼ x 9½
978-1-4758-2190-1 • Hardback • July 2017 • $92.00 • (£71.00)
978-1-4758-2191-8 • Paperback • July 2017 • $47.00 • (£36.00)
978-1-4758-2192-5 • eBook • July 2017 • $44.50 • (£35.00)
Jane Beese is an Associate Professor at Youngstown State University. Her areas of interest are equity in curricular and program design, economics of education, program and policy determinants of student learning, and the relationship between student/school resources and student outcomes. Dr. Beese teaches qualitative research, educational psychology and adult learning, organizational leadership, communication and collaboration, and instructional leadership where she employs the use of case study methodology in the classroom.
Jennifer L. Martin is an assistant professor of education at the University of Mount Union, previously an alternative high school English teacher for students labeled at-risk. She is the editor of Racial Battle Fatigue: Insights from the Front Lines of Social Justice Advocacy (Recipient of the 2016 AERA Division B’s Outstanding Book Recognition Award), Dr. Martin has numerous publications on bullying and harassment, educational equity, and issues of social justice. She is currently studying the development of culturally responsive leadership practices.
Acknowledgements
Introduction
Chapter I: “What Are We Going to Do about the Bathrooms?” Transgender Students: Civil Rights or Local Control?
Chapter II: The Social Justice English Teacher
Chapter III: Bus 57: LGBTQ+ Hate Crime, or an Ill Fated Prank?
Chapter IV: Building Relationships to Address Chronic Absenteeism: An Urban Principal takes a Risk
Chapter V: The Turnaround Leader: Complex Solutions for Urban School 20
Chapter VI: “But I Don’t See Color!” Colorblindness and Implicit Bias in a Predominantly White Institution
Chapter VII: A Racist Display in the University Library: Action, Reaction, or Inaction?
Chapter VIII: “He Looks like a Terrorist!” Special Education and Stereotype Threat
Chapter IX: Hostile Environment Sexual Harassment and a BB gun
Chapter X: Violence Erupts at South High School
Chapter XI: Social Justice Guidance and Resources for Teachers and Administrators
Chapter XII: Multicultural Resources for Teachers and Administrators
Martin and Beese have written a very much needed volume to help school leaders develop critical thinking skills in grappling with seemingly intractable social and educational problems. Calls for social justice abound because many critics over the years have highlighted significant social, political, economic, and educational inequities in schools. Martin and Beese fully understand that educational exclusionary attitudes and practices have significant pedagogical, curricular, leadership and moral implications for the work of progressive and idealistic educators as well as concerned community members. Their use of case studies to sharpen school leaders’ skills in problem solving is both novel and effective. Highly recommended.
— Jeffrey Glanz
This book is for the reader who is beyond just being “interested” in social justice, and also beyond simply reiterating social justice concerns or principles. This is a book about being “on the ground”, looking the obstacles and opponents in the eye,” and then getting down to the hard work of making social justice actually become a reality in our schools. So if you want to fully understand what is involved with implementing social justice in our classrooms, this is the one book that will give you that “up front and personal perspective.” It takes you into the maw of the beast and reveals the complexities like no other.
— Fenwick W. English, Teachers College, Ball State University
Social justice issues crop up every day in every school. One child is bullied because he’s black and another is ridiculed because she’s gay. A child has a chronic attendance problem because he or she is being asked to take on adult responsibilities at home. But what should teachers and school administrators do when these things happen? How can we help all educators see these incidents and respond to them in a sensitive and effective way? As they did in the first volume of Teaching for Educational Equity: Case Studies for Professional Development and Principal Preparation, Jennifer L. Martin and Jane Beese offer a set of readable and engaging case studies for educators to ponder. The cases are sensitively written, and each is accompanied not only by a concise and helpful literature review, but discussion questions and suggestions for additional exploratory activities. Each case is a conversation-starter for school administrators and school faculties who want to start talking about these things, just as they are for professors and students in teacher education or administrator preparation courses. Martin and Beese don’t pretend to offer easy answers to these overwhelming problems, but they have found a great way for educators to start facing them head-on.
— Steven P. Jones, Professor, Missouri State University; Executive Director, Academy for Educational Studies