This premiere book in the new Teachers College Press series School : Questions carefully walks readers through both theory and practice to equip them with the skills needed to bring gender identity justice into classrooms, schools, and ultimately society. The text looks into the root causes and ways to change the conditions that have created gender identity injustice. It opens up spaces where evolving, indeterminate gender identities will be understood and recognized as asset-based, rich sources for learning literacy and literacy learning. As educators take up the strategies mapped out across this text, they will learn how to foster school environments that aid all students in becoming agents for social change. This text is the first of its kind to address gender identity in teacher education with pathways to take up the work in communities and beyond. “...an illuminating guide for educators and administrators on creating a safe and welcoming space for gender-nonconforming students in schools. Miller’s guidance is comprehensive, nonjudgmental, and accessible to all readers. The balanced mix of pedagogical theory and practical advice should prove instrumental to educators seeking to make their classrooms more inclusive.” —Publishers Weekly “This work stands as an invitation to learn together and work for more socially just schools.” —From the Foreword by Cris T. Mayo, West Virginia University “This is a book for teachers to learn not just the ins and outs about gender identity, but also why gender identity matters in the fight for justice.” —Bettina Love, University of Georgia “Provides key tools and analysis for a wide range of school-based personnel to create flourishing environments for all students.” —Erica R. Meiners, Northeastern Illinois University

This collection will give readers interested in questions of social justice and education access to the work of some of the key contributors to the debate in the UK.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.

Building upon an interdisciplinary synthesis of recent literature from the fields of transitional justice and conflict transformation, this book introduces a groundbreaking theoretical framework that highlights the critical importance of identity in the relationship between transitional justice and reconciliation in deeply divided societies. Using this framework, Aiken argues that transitional justice interventions will be successful in promoting reconciliation and sustainable peace to the extent that they can help to catalyze those crucial processes of ‘social learning’ needed to transform the antagonistic relationships and identifications that divide post-conflict societies even after the signing of formal peace agreements. Combining original field research and an extensive series of expert interviews, Aiken applies this social learning model in a comprehensive examination of both the South African Truth and Reconciliation Commission and the uniquely ‘decentralized’ approach to transitional justice that has emerged in Northern Ireland. By offering new insight into the experiences of these countries, Aiken provides compelling firsthand evidence to suggest that transitional justice interventions can best contribute to post-conflict reconciliation if they not only provide truth and justice for past human rights abuses, but also help to promote contact, dialogue and the amelioration of structural and material inequalities between former antagonists. Identity, Reconciliation and Transitional Justice makes a timely contribution to debates about how to best understand and address past human rights violations in post-conflict societies, and it offers a valuable resource to students, scholars, practitioners and policymakers dealing with these difficult issues.

Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers.

This is a book about ideas. Specifically, this is a book about the evolution of a certain set of ideas, and how these ideas have come to dominate every important discussion about race, gender, and identity today. Have you heard someone refer to language as literal violence, or say that science is sexist? Or declare that being obese is healthy, or that there is no such thing as biological sex? Or that valuing hard work, individualism, and even punctuality is evidence of white supremacy? Or that only certain people—depending on their race, gender, or identity—should be allowed to wear certain clothes or hairstyles, cook certain foods, write certain characters, or play certain roles? If so, then you've encountered these ideas. As this reader-friendly adaptation of the internationally acclaimed bestseller Cynical Theories explains, however, the truth is that many of these ideas are recent inventions, are not grounded in scientific fact, and do not account for the sheer complexity of social reality and human experience. In fact, these beliefs often deny and even undermine the very principles on which liberal democratic societies are built—the very ideas that have allowed for unprecedented human progress, lifted standards of living across the world, and given us the opportunity and right to consider and debate these ideas in the first place! Ultimately, this is a book about what it truly means to have a just and equal society—and how best to get there. Cynical Theories is a Wall Street Journal, USA Today, and Publishers Weekly bestseller. Named a 2020 Book of the Year by The Times, Sunday Times, and Financial Times, it is being translated into more than fifteen languages.

"Memory has fueled merciless, violent strife, and it has been at the core of reconciliation and reconstruction. It has been used to justify great crimes, and yet it is central to the pursuit of justice. In these and more everyday ways, we live surrounded by memory, individual and social: in our habits, our names, the places where we live, street names, libraries, archives, and our citizenship, institutions, and laws. Still, we wonder what to make of memory and its gifts, though sometimes we are hardly even certain that they are gifts. Of the many chambers in this vast palace, I mean to ask particularly after the place of memory in politics, in the identity of political communities, and in their practices of doing justice."—from the Preface W. James Booth seeks to understand the place of memory in the identity, ethics, and practices of justice of political communities. Identity is, he believes, a particular kind of continuity across time, one central to the possibility of agency and responsibility, and memory plays a central role in grounding that continuity. Memory-identity takes two forms: a habitlike form, the deep presence of the past that is part of a life-led-in-common; and a more fragile, vulnerable form in which memory struggles to preserve identity through time—notably in bearing witness—a form of memory work deeply bound up with the identity of political communities. Booth argues that memory holds a defining place in determining how justice is administered. Memory is tied to the very possibility of an ethical community, one responsible for its own past, able to make commitments for the future, and driven to seek justice. "Underneath (and motivating) the politics of memory, understood as contests over the writing of history, over memorials, museums, and canons," he writes, "there lies an intertwining of memory, identity, and justice." Communities of Memory both argues for and maps out that intertwining.

Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. In These Kids, Kysa Nygreen turns a critical eye on this paradox. Offering the voices and viewpoints of students at a “last chance” high school in California, she tells the story of students who have, in fact, been left behind. Detailing a youth-led participatory action research project that she coordinated, Nygreen uncovers deep barriers to educational success that are embedded within educational discourse itself. Struggling students internalize descriptions of themselves as “at risk,” “low achieving,” or “troubled”—and by adopting the very language of educators, they also adopt its constraints and presumption of failure. Showing how current educational discourse does not, ultimately, provide an adequate vision of change for students at the bottom of the educational hierarchy, she levies a powerful argument that social justice in education is impossible today precisely because of how we talk about it.

Debbie Rodan adds breadth and depth to the field of literary, cultural and gender studies through a meticulous investigation of notions such as re-presentation, justice and legitimation. She examines their historical and philosophical trajectories as well as their politico-juridical underpinnings through an ambitious and timely recuperation of the Enlightenment projects of rationality and emancipation. The point of departure is a critical engagement with the theoretical work of John Rawls, Jürgen Habermas and Jean-François Lyotard. Rodan claims each can be read as foregrounding diverse ways of constituting identity within the social world. Recognition of other people's identity at the social, cultural and national level is crucial to the possibility of justice. Rodan tests the concepts of justice, legitimation and identity through detailed critical readings/analyses of a range of texts. The range includes the film East is East, a number of auto/biographical narratives as well as the Australian government report, Bringing Them Home, which is concerned with the removal of Aboriginal children from their families. She avoids polarising Aboriginal/non-Aboriginal notions of justice, identity etc. by including texts which raise and problematise questions of ethnicity and gender.

The similarities between the United States and South Africa with respect to race, power, oppression and economic inequities are striking, and a better understanding of these parallels can provide educational gains for students and educators in both countries. Through shared experiences and perspectives, this volume presents scholarly work from U.S. and South African scholars that advance educational practice in support of social justice and transformative learning. It provides a comprehensive framework for developing transformational learning experiences that facilitates leadership for social justice, and a deeper understanding of the factors influencing personal, national and global identity.