Social Justice Education in Canada
By Ali A. Abdi
This engaging edited collection highlights key discussions around educational inequity and related structures and sub-structures. Featuring a diverse array of contributors, Social Justice Education in Canada balances important knowledge, learning practices, and possibilities emanating from and embedded in anti-racist and anti-oppressive education with instructive, grounding examples. The text confronts the idea of social justice as an abstract concept, discussing suggestions for rethinking educational systems and making changes that will benefit the learning lives of all students. With the aim to critically expand the emerging and increasingly active debates in this important area of educational and social development, this volume strives to collectively deepen our understanding and appreciation for critical social justice education.
Organized into 14 chapters and featuring an epilogue written by Dr. Edward Shizha, the book critically deals with contemporary topical issues in education, including readings on cultural, racial, religious, Indigenous, language, socio-economic, citizenship, disability/ableism, and immigrant/refugee status realities and their interwoven learning and teaching intersections. This text is an essential resource for undergraduate and graduate students of education across Canada.
- designed to spark discussions and debates, each chapter closes with discussion questions to encourage critical reflection
- contributors move beyond the theoretical with actionable, practical applications for critical social justice that can be utilized by educators and teacher educators
- intersecting topical diversity is at the forefront of this volume, which features contributors from different backgrounds and communities critically engaging with issues pertinent to social justice and equity in education
“This book highlights key discussions in education that are timely and necessary. Through the use of theoretical approaches found in anti-racist and anti-oppressive pedagogy, the authors highlight how educators can analyze issues of inequality and develop strategies to re-think educational structures.”