Chapter 7: A Selected History of Social Justice in Education

A Social-Emotional Leadership Framework for School Counselors

“…Positive social conditions in school are essential ingredients for learning and other educational outcomes (Cohen, McCabe, Michelli, & Pickerai, 2009). The idea that hospitable social conditions are necessary in education settings serves as the bedrock for both the SEL (e.g., Elias et al, 1997; Greenberg et al., 2003) and social justice literatures (e.g., Bell, 1997; Williamson, Rhodes, & Dunson, 2007). That these two related literatures rarely mention or cite the other is surprising.…”

Centering the significance of qualitative studies on the sociocultural and sociopolitical contexts of education to inform policy

“…We go a step further and suggest that critical qualitative research can actually lead to anti-oppressive policy-making. Taking into account the historical and contemporary institutional inequities that persist in American schools (Williamson, Rhodes, & Dunson, 2007), critical qualitative research is a necessary tool for anti-oppressive policy-making. Research generated within a critical paradigm 'critiques historical and structural conditions of oppression and seeks transformation of those conditions' (Glesne, 2016, p. 10).…”

President Emeritus Miguel A. Nevárez: An Agent for Social Justice in Higher Education

“…In the early 1900s, Mexican Americans experienced various forms of segregated schooling. Although declared as “white,” their experience with assimilation as a means of achieving social justice was more focused on preparing them to “fill a particular station in the social, economic, and political hierarchy” (Williamson, Rhodes, & Dunson, 2007, p. 200). In addition, more often than not, the education that was provided to these individuals was segregated and substandard to that provided for Whites.…”