The term social justice pervades educational publications, programs, and curricular materials. Rarely, however, is the substantive meaning of this label made explicit or publicly debated outside of the university setting. Teaching for Social Justice? Voices from the Front Lines examines the process of four K 12 educators and a university-based researcher discussing, studying, and acting on the potential power of social justice. Through frequent, lively, and complex meetings, these educators examine their varying educational philosophies, practices, and teaching sites. Using exp
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