Increasingly, science teachers are seeking phenomena that will allow them to explore both scientific content and socially relevant issues. The authors describe a series of lessons that (1) model the exoneration of wrongly convicted individuals using the science of DNA analysis and (2) contextualize individual cases within a larger system where…

This essay argues that educational practices are uniquely situated to mobilize antifascist resistance. Contemporary fascism produces through macro- and micropolitical movements. The author looks to how educational practices make molecular fascist productions sensible. Educators can resist the molecular and micropolitical productions of fascist…

Philosophical work on self-respect has distinguished between various kinds of self-respect. In this paper, Shiying Li begins by introducing important kinds of self-respect and exploring the conceptual and empirical relations among them. She then discusses the value and political significance of social bases of self-respect for both individuals and…

The underrepresentation of Black Americans in physics has been persistent for so long that it seems to have constrained physics educators' collective imagination when it comes to conceptualizing and pursuing equity in physics teaching and learning. Drawing on a teacher research study that foregrounds justice-centered physics teaching, this article…

Introduction: Activities that illuminate the psychological underpinnings of privilege and oppression are an important part of social justice pedagogy. Statement of Problem: There are numerous issues with current simulations of privilege and oppression that leave social justice educators limited in the choice of activity. Literature Review:…

This article examines some aspects of the entanglement between aesthetic injustice and epistemic injustice, paying special attention to how aesthetic injustice can be resisted in the classroom. The article brings into conversation Boal's notion of aesthetic injustice with Rancière's work on the overlapping of aesthetics and politics to suggest…

Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned,…

At the same time teachers and administrators grapple with how to develop teachers' understanding of diversity, equity, and inclusion in the classroom, recent legislative sessions have unleashed a flood of legislation that seeks to limit teachers from teaching about race, racism, oppression, and injustice in U.S. schools. Teachers are struggling…

In response to urgent calls for teaching that is culturally affirming, scholars have developed a myriad of images of culturally sustaining (and related) pedagogies (CSPs). However, for maths teachers, CSPs remain elusive, in part because these images are typically content-neutral and their applicability to practice opaque. In this paper, I…

In this manuscript, we revisit data from a 9-month ethnographic study that examined whiteness in early childhood. Specifically, the study explored the epistemological and ontological reality of three young white children and how they learned to conflate ethnocentric love with whitewashed justice through the lens of their religious upbringing. We…

I discuss White American students' experiences of reading racism-themed young adult literature (YAL), addressing the issue of police brutality, and using the concept of intersectionality to promote social justice awareness. Based on analysis of their written reflections and classroom discussions, I argue reading racism-themed YAL with an…

Restorative justice (RJ) is a philosophy and set of practices that center harms and needs. Within a classroom setting, an RJ pedagogical approach invites a process of shared learning that attends to critical issues of equity, power, and voice. Utilizing an autoethnographic approach, this manuscript includes critical reflections from three faculty…

While some might say that mathematics is neutral, free from political and social bias, social justice concerns can be found in the day-to-day actions of teachers in mathematics classrooms. Teaching mathematics for social justice requires teachers to gain knowledge of the world and systems of oppression as well as current efforts to both address…

It is imperative that social work programs facilitate discussions pertaining to social justice in the classroom. This gives students the space to navigate barriers to changing policy and oppressive systems. However, there are multiple barriers to having critical discussions of challenges in advocating for marginalized and oppressed groups. One way…

This conceptual paper argues for the reconfiguring of Intercultural Communication Education (ICE) through a dialogical engagement with "Istina" (Truth) and "Pravda" (Truth in Justice). The paper argues that the field of ICE is predominantly characterised by normative conceptualisations of truth (e.g., characterised by fixed or…