Growing a Soul for Social Change: Building the Knowledge Base for Social Ju stice
Edited by Tonya Huber-Warring
The premise that education can counter injustices in the world is what this edited volume reaffirms. Editor Tonya Huber-Warring walks us through diverse theoretical and philosophical positions that the 33 authors featured in this volume articulate to craft a collective narrative relevant to enriching social justice education. The 20 featured essays highlight unique locations that inform knowledge bases entrenched in the theory and practice of education. Despite the uniqueness in experiences, and indeed theoretical and practical orientations discussed, Huber-Warring still manages to coalesce diverse themes to lay out a conceptual framework that offers the reader the ingredients and tools of growing a soul for social justice.
The book is organized in four parts with five chapters in each part. The subject headings of each part derive from G. Pritchy Smith's 15 Parameters of the Knowledge Bases for Diversity (pp. xii-xiv). The selected four parameters of knowledge bases for diversity are used to further develop a conceptual framework to understand how they have been used to address social justice issues. The benefit is an expanded discussion of theory and practice of social justice education as informed by the various international authors' teaching and research experiences. For each parameter, the editor lays out five chapters to heighten major themes supporting the premise of social justice education in context of Smith's knowledge bases for diversity.
Foundations of Indigenous, International, and Global Education
Factors that constitute knowledge in indigenous, international and global educational settings are discussed. The essays in this section of the book identify several pragmatic approaches to building knowledge base for social justice, as follows:
* Developing the ability of educators to connect local and global issues and experiences
* Promoting dialogue to open borders that are traditionally and historically closed
* Encouraging educators to develop courage to create narratives of personal experiences
* Promoting scholarship that is informed by how educators center self-understanding as the basis of self-awareness
* Utilizing local resources and tapping into indigenous knowledge
* Taking into account the risks associated with Western hegemony in the name of international and global education