GETTING CURSED OUT FOR SOCIAL JUSTICE: NOTES ON HANDLING VERBAL ASSAULTS WITH HUMANITY

A national dialogue on school discipline has now reemerged in the United States as many educators struggle with how to maintain a balance of cultural responsiveness and high expectations when addressing student transgressions on their campuses. While the field of child development, counseling psychology, and communications pose theoretical responses to such dilemmas, this article aims specifically to address the procedural challenges of dealing with verbal abuse from students and adults. Through the lens of a social justice educator, the author offers practical, humanizing steps that are intended to help secondary school educators engage with students in a way that emphasizes boundaries, respect, and reflection for students and adults alike.

Teaching Diversity in the Utah Bubble

This chapter focuses on one teacher educator's experience teaching an undergraduate Social Foundations of Education course in Utah. The author chronicles life experiences that led her to be a social justice educator and how she structures her course to fit her definition of social justice education. She defines the ‘Utah Bubble' phenomenon seen within the state and the effect it has on pre-service teachers' knowledge of diversity and privilege. A discussion about the course curriculum showcases the way aspects of social justice education have been carefully constructed to examine identity, socialization, and privilege. Attention is paid to new understandings students created during the semester-long course and forms of resistance students exhibited during a study conducted by the author.

Paulo Freire and Liberation Theology: The Christian Consciousness of Critical Pedagogy

Paulo Freire und die Befreiungstheologie: Über ein christliches Verständnis von kritisch-revolutionärer PädagogikPeter McLaren, in den USA und weit darüber hinaus Gründungsfigur und Ikone einer kritisch-revolutionären Pädagogik, erläutert hier im Dialog mit Petar Jandrić indirekt seine eigene Position, indem er sie mit Paulo Freires Befreiungspädagogik und der südamerikanischen Befreiungstheologie konfrontiert und dabei seinen Ausgang von einem Marxschen Humanismus aufdeckt und sich selbst als einen »Marxist humanistic social justice educator« identifiziert.