‘Teacher for Justice is a major contribution to the history of the women’s movement, working‑class activism and Australian political internationalism. But it is more than this. By focusing on the life of Lucy Woodcock – an unrecognised and under-researched figure – this book rewrites the history of twentieth-century Australia from the perspective of an activist who challenged conventions to fight for gender, race and class equality, exploring the complex and multi-layered intersections of these aspects. It explores Woodcock’s personal relationships and the circles she mixed in and the friendships she forged, as well as the conventions she challenged as a single woman in possibly a same-sex relationship. The book makes a key contribution to the history of progressive education and the experience of women teachers. Above all, it charts the life of a transnational figure who made connections globally and, in particular, with refugees and with women in India and the Asian region. It is a detailed, thoroughly researched and richly textured history which places Woodcock within the context of the times in which she lived.’ Joy Damousi, Professor of History, University of Melbourne ‘Meet Lucy Woodcock, a complex, undaunted woman in a tough and changing world. From her role as a public school principal in Depression and wartime, to her union and feminist organising, to her transnational engagements for peace, this clear and thoughtful book brings to life forgotten forms of activism. It’s the gripping story of how Lucy navigated the minefields of gender, class, race and coloniality to change her world.’ Raewyn Connell, Professor Emerita, University of Sydney ‘Just over a century ago, the last of the pupil-teachers, Lucy Woodcock, co-founded the NSW Teachers Federation. So many of the principles and traditions that underpin our union today can be traced back to the lifelong work of Lucy Woodcock. She fought for the industrial rights of teachers deep in the knowledge of the broader social and economic context in which she lived and worked. Too often the role of working-class women whose influence is profound is ignored. This biography installs Lucy Woodcock into her rightful place as pivotal player in the history of twentieth-century Australia.’ Maurie Mulheron, President, NSW Teachers Federation ‘A fascinating history of a fascinating woman: Lucy’s interests were so broad and so modern – equal pay, racism, internationalism, Indigenous rights and anti-war struggles were all part of Lucy’s world. She had a vision beyond nationalism, championed the cause of world peace when peace was being treated as a dirty word and saw women as global citizens. Lucy was one of the heroes of our disgracefully unfinished Equal Pay struggle.’ Hon Dr Meredith Burgmann, anti-racism and peace activist, former President of the NSW Legislative Council

An anthology of more than 60 articles documenting the history and the how-tos of social justice unionism. Together, they describe the growing movement to forge multiracial alliances with communities to defend and transform public education.

Learn how to enact justice-oriented pedagogy and foster students’ critical engagement in today’s history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to “think like a historian” or “think like a democratic citizen.” In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society. The first section examines the theoretical and research foundation for “thinking like an activist” and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors’ studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices. Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K–12 classroom.Advocates for students to develop “thinking like an activist” in their approach to studying the past.Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice.Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.

Practice What You Teach follows three different groups of educators to explore the challenges of developing and supporting teachers' sense of social justice and activism at various stages of their careers.

In this book, a group of student teachers share their candid questions, concerns, dilemmas, and lessons learned about how to teach for social justice and social change. This text provides powerful examples of how they integrated diversity within a teacher education program--an excellent model for educators who are seeking ways to transform their teacher education programs to better prepare teachers to work effectively in multicultural classrooms.

Social justice language teacher education is a response to the acknowledgement that there are social/societal inequities that shape access to learning and educational achievement. In social justice language teacher education, social justice is the driving force and primary organizational device for the teacher education agenda. What does “social justice” mean in diverse global locations? What role does English play in promoting or denying equity? How can teachers come to see themselves as advocates for equal educational access and opportunity? This volume begins by articulating a view of social justice teacher education, followed by language teacher educators from 7 countries offering theorized accounts of their situated practices. Authors discuss powerful components of practice, and the challenges and tensions of doing this work within situated societal and institutional power structures.

Teaching for Joy and Justice is the much-anticipated sequel to Linda Christensen's bestselling Reading, Writing, and Rising Up. Christensen is recognized as one of the country's finest teachers. Her latest book shows why. Through story upon story, Christensen demonstrates how she draws on students' lives and the world to teach poetry, essay, narrative, and critical literacy skills. Teaching for Joy and Justice reveals what happens when a teacher treats all students as intellectuals, instead of intellectually challenged. Part autobiography, part curriculum guide, part critique of today's numbing standardized mandates, this book sings with hope -- born of Christensen's more than 30 years as a classroom teacher, language arts specialist, and teacher educator. Practical, inspirational, passionate: this is a must-have book for every language arts teacher, whether veteran or novice. In fact, Teaching for Joy and Justice is a must-have book for anyone who wants concrete examples of what it really means to teach for social justice.

This inspiring collection of accounts from educators and students is “an essential resource for all those seeking to build an antiracist school system” (Ibram X. Kendi). Since 2016, the Black Lives Matter at School movement has carved a new path for racial justice in education. A growing coalition of educators, students, parents and others have established an annual week of action during the first week of February. This anthology shares vital lessons that have been learned through this important work. In this volume, Bettina Love makes a powerful case for abolitionist teaching, Brian Jones looks at the historical context of the ongoing struggle for racial justice in education, and prominent teacher union leaders discuss the importance of anti-racism in their unions. Black Lives Matter at School includes essays, interviews, poems, resolutions, and more from participants across the country who have been building the movement on the ground.

"The author shows how K-5 teachers can introduce the importance, discuss, and explore social justice practices for younger students"--

These essays follow a veteran teacher educator and school reform activist as he tries to understand an enterprise he calls "mysterious and immeasurable." By focusing on the authentic experiences of teaching and learning that he has lived over the past 15 years, Bill Ayers reconsiders, argues, reflects, and searches for ways to break through the routine and the ordinary to see teaching as the important and extraordinary work it is. Covering a range of issues—standards, equity, testing, professionalism—this book shows us teaching as an achingly personal calling, and ultimately as a social and a political act. With these essays, Bill Ayers invites teachers into a wonderful conversation about the meaning of teaching as craft, as art, as vocation. He reminds us that an active kind of hope is at the core of teaching,seeing things both as they are and as they could be.