• Written with the express purpose of filling the gap that exists between educators’ desire to address injustice and the attitudes and skill sets required to be effective in this arena. . It of helping educators to become effective allies in the struggle for educational equity and social justice. • Takes an assets-based approach by underscoring the assumption that educators are predisposed to becoming powerful allies for social justice by virtue of their dispositions, professional preparation, and role-associated standing • Includes a variety of powerful vignettes that illustrates how school environments address the myriad forms of injustice experienced by those on the margins • Includes thought provoking activities suitable for use in multiple professional learning settings

Developing Social Justice Literacy

2 Developing social justice literacy

In the preceding chapter, we looked at the ways in which privilege, in general, and White privilege, specifically, take on particular meanings and suggest particular social constructs that divide groups of people. It is difficult, if not impossible, to talk about, think about, or interrogate injustice without understanding privilege. In other words, privilege is a fundamental concept, a basic vocabulary word that is part of the social justice lexicon. Coming to understand a basic term like privilege helps to ground our work, and it introduces us to some of the precise ways in which the language of social justice literacy operates.

The purpose of this chapter is to further ground our thinking about social justice issues by ...

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