• 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
Chapter 5: Acknowledging the Social and Psychological Toll of Continued Injustice
Acknowledging the Social and Psychological Toll of Continued Injustice
One day, my then three-year-old granddaughter, Ida, who likes to share her observations and make jokes, decided to “play a trick on everyone” as she said, while she was being driven home from day care. “You’re a boy,” she told her mother. “I am?” her mother responded. “Nana, you’re a boy!” she said to me via our speakerphone connection. “I am?” I said. “Cheryl’s a boy,” she continued, naming one of her friends. After each pronouncement she collapsed into uncontrollable giggles. Then she paused, apparently had an aha moment, and said, “Leo,” referring to her baby brother, “is a GIRL,” collapsing yet again into three-year-old uncontrollable ...