• 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
Part III: Embracing “Allyhood”
When the Fog Lifts
Fogs disappear in curious ways. Sometimes a single sunray appears to laser its way through a weak opening in the fog. Other times the fog dissipates slowly in wispy, willowy swirls of evaporating gossamer threads. Sometimes it appears that a thick border separates the foggy from the fogless. Cross the line and you are suddenly in the clear.
Sometimes, and this is important, when it comes to social justice work, the fog returns, unheralded, unwanted, and unexpected. Frustrating as it is, fogs do return. Allies make mistakes. Social justice efforts take a step backward.
The reality of becoming an ally is that it is ongoing work, fraught with setbacks to be sure, but, like coming out of a ...