Handbook of Research on Social Justice and Equity in Education

  • 10h 37m
  • Jared Keengwe
  • IGI Global
  • 2022

There is growing pressure on teachers and other educators to understand and adopt the best ways to work with the various races, cultures, and languages that diverse learners represent in the ever-increasing culturally-diverse learning environments. Establishing sound cross-cultural pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners as well as support their students to become successful global citizens.

The Handbook of Research on Social Justice and Equity in Education highlights cross-cultural perspectives, challenges, and opportunities pertaining to promoting cultural competence, equity, and social justice in education. It also explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge. Covering topics such as diversity education and global citizenship, this major reference work is ideal for academicians, researchers, practitioners, policymakers, instructors, and students.

About the Author

Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and previously served as the coordinator of the Undergraduate Elementary Education program. His primary research interests focus on active learning, digital technologies, and social justice in higher education. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and manuscripts in refereed journals. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Keengwe was a recipient of the International Institute of Education Fellowship under theCarnegie African Diaspora Fellowship Program (CADFP)) – a scholar fellowship program for educational projects at African higher education institutions. The program is funded by a grant from Carnegie Corporation of New York (CCNY).

In this Book

  • Preface
  • Critical Considerations for Advancing Gender and Racial Literacies—An Intersectional Approach
  • Contending With Word Choices in Cross-Cultural Teacher Preparation—Reflections on Power and Positionality
  • The Fallacy of Higher Education as the Great Social Equalizer—Racial Identity, Implicit Bias, and Achievement
  • A Deep Dive Into How Critical Literacy Experts Advance Equity and Social Justice—Definitions and Practices
  • Equitable Teaching Practices in Higher Education—Key Insights From the Literature
  • Interrogating White Saviorism, Fragility, and Innocence in K-12 Teacher Education—An Ontology of Radical Love
  • The People v. Critical Race Theory—Critical Race Theory on Trial
  • Beyond Critical Race Theory—Infusing Culturally Relevant Pedagogy Into the K-16 Curriculum
  • Meet the Need—The Impact of the Integration of Social Justice Pedagogy via Volunteering
  • Allies in Solidarity Transcend Guilt and Unlearn Patriarchal Privileges—Diversity in Unity and the Advancement of a Critical Feminist Movement
  • Using Multicultural Children’s Literature to Leverage Student Cultural Competence and Promote Social Justice
  • An Intersectional Study of the Funding Experiences of South African University Students After Majority Rule
  • Biography-Driven Instruction—Disrupting Monocultural Pedagogy for Emergent Bilingual Learners
  • COVID-19 Management Strategies and Inequities in Educational Programs in Tororo District, Uganda
  • Educational Outcomes of Children Orphaned by HIV/AIDS in Zimbabwe
  • Culturally Responsive Teaching—A Suggestive Pedagogical Framework
  • Three Educational Perspectives Supporting Social Justice in a Globally Connected World
  • Compilation of References
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