Voices for Diversity and Social Justice: A Literary Education Anthology is an unflinching exploration through poetry, prose, and art of the heart of our educational system—of the segregation, bias, and oppression that are part of the daily lives of so many students and educators. It is also a series of poetical insights into the fights for liberation and resistance at the heart of many of the same students’ and teachers’ lives. The contributors—youth, educators, activists, others—share what it is like to face discrimination, challenge unjust policy, or subvert monotony by cultivating a vibrant, equitable, revolutionary school environment. This is not a prescriptive text, but instead a call to action. It is a call from many literary voices to create schools where social justice is at the core of education. Stunning in its revelations, Voices for Diversity and Social Justice is an anthology by educators and students unafraid to be passionate about what is missing, what is needed, and what is working in order to make that vision a reality.

These essays include writings from Cornel West, Michael Omi, Audre Lorde, Gloria Anzaldua and Michelle Fine. The essays address the multiplicity and scope of oppressions ranging from ableism to racism and other less-well known social aberrations.

"This book is a resource for group facilitators, counselors, trainers in classrooms and workshops, professors, teachers, higher education personnel, community educators, and other diversity and equity education professionals."--BOOK JACKET.

This book examines how music education presents opportunities to shape democratic awareness through political, pedagogical, and humanistic perspectives. Focusing on democracy as a vital dimension in teaching music, the essays in this volume have particular relevance to teaching music as democratic practice in both public schooling and in teacher education. Although music educators have much to learn from others in the educational field, the actual teaching of music involves social and political dimensions unique to the arts. In addition, teaching music as democratic practice demands a pedagogical foundation not often examined in the general teacher education community. Essays include the teaching of the arts as a critical response to democratic participation; exploring democracy in the music classroom with such issues as safe spaces, sexual orientation, music of the Holocaust, improvisation, race and technology; and music teaching/music teacher education as a form of social justice. Engaging with current scholarship, the book not only probes the philosophical nature of music and democracy, but also presents ways of democratizing music curriculum and human interactions within the classroom. This volume offers the collective wisdom of international scholars, teachers, and teacher educators and will be essential reading for those who teach music as a vital force for change and social justice in both local and global contexts.

[RETRACTED] This book offers collective and individual voices of grandparents and grandchildren of diverse backgrounds who live in Hawaii. Its focus is on the significant roles grandparents’ and family members’ legacies play in promoting social justice and the well-being of all.

Educating for Diversity and Social Justice foregrounds the personal stories of educators who are engaging the space of schooling as a site of possibility for realizing the goals of social justice. It is a book inspired by a vision of education as a practice of freedom where young people – especially those who are marginalized – can learn that they have a voice and the power to change their world for the better. Drawing on the work of US philosopher Nancy Fraser, the book examines issues of justice and schooling in relation to three dimensions: political, cultural and economic. While its focus is on research within three Australian case study schools, the book provides an international perspective of these dimensions of justice in western education contexts as they impact on the schooling performance of marginalized students. Towards greater equity for these students, the book presents a comprehensive scaffold for thinking about and addressing issues of schooling, diversity and social justice. Through practical examples from the case study research, the book illustrates the complexities and possibilities associated with schools providing inclusive environments where marginalized voices are heard (political justice), where marginalized culture is recognized and valued (cultural justice) and where marginalized students are supported to achieve academically towards accessing the material benefits of society (economic justice).