From Naive Optimism to Robust Hope: Sustaining a commitment to social justice in schools and teacher education in neoliberal times

Social justice has become an increasingly debated concept in the political, economic, social and legal spheres of the global order. Social justice in education is as much about improving social rights and instilling hope for renewal in society by providing a quality education system as it is about strengthening political influence and financial status. Social justice in education reduces differences by making the educational environment more socialized, preparing students for better coexistence. In order to implement social justice in schools, school leaders should start by identifying the causes of inequalities in schools and the measures to be taken. Efforts to achieve social justice in schools will be the driving force for these efforts to spread throughout society. Education workers, especially those who manage educational organizations, have a one-to-one responsibility for the social justice indicators in the society they live in. Social justice is a manageable process. School administrators can also develop strategies to manage social justice in their schools. In this section, which aims to address the concept of social justice with its theoretical and practical dimensions in educational organizations, what social justice means for school administrators and teachers, what social justice practices and efforts in schools can be, what the social justice roles of actors in schools can be, the problems in achieving social justice, what the basic characteristics of school administrators who advocate social justice are, the ways and results of achieving social justice in schools are discussed.

Acknowledgements 1. Introduction (David Shriberg, Samuel Y. Song, Antoinette Halsell Miranda & Kisha M. Radliff) 2. Social Justice in School Psychology: An Historical Perspective (Terry B. Gutkin and Samuel Y. Song) 3. School Psychology and Social Justice in the Global Community (Bonnie Kaul Nastasi and Kristen Varjas) 4. What Do We Mean When We Say Social Justice in School Psychology? (Mary M. Clare) 5. Understanding and Addressing Inequities in Special Education (Amanda L. Sullivan) 6. Systemic School Discipline: Issues of Equity from a Social Justice Perspective (Amity Noltemeyer and Pamela Fenning) 7. Paving the Way for Cosmopolitan Resilient Schools: Promoting Resilience and Social Justice in Urban, Suburban and Rural Schools (Geraldine V. Oades-Sese, Mark Kitzie and Wai-Ling Rubic) 8. Institutional Barriers: Poverty and Education (Stacy A. S. Williams and Deborah Peek Crockett) 9. Social Justice in the Air: School Culture and Climate (Samuel Y. Song and Kelly Marth) 10. A Social Justice Approach to Assessment (Markeda L. Newell and Gina Coffee) 11. Promoting Social Justice by Addressing Barriers to Academic Success (Jennifer I. Durham) 12. Behavioral Issues in the Classroom (Antoinette Halsell Miranda) 13. Consultation and Collaboration (Janay B. Sander) 14. Mental Health Issues: Non-Academic Barriers to Success in School (Kisha M. Radliff) 15. Family, School, and Community Partnerships (Janine M. Jones) 16. The School Psychologist as Advocate (Alissa Briggs) 17. Graduate Education and Professional Development (David Shriberg) 18. Moving Forward (David Shriberg, Samuel Y. Song, Antoinette Halsell Miranda & Kisha M. Radliff)

PurposeThe purpose of this study is to examine the extent to which social justice principles are integrated into Thailand’s teacher education programs and assess the preparedness of future educators to address inequality, diversity, and inclusion in their classrooms. The research seeks to identify gaps between policy and practice, understand the challenges faced by teacher educators and candidates, and propose actionable recommendations for enhancing social justice-oriented teacher training. By focusing on marginalized populations, including ethnic minorities and LGBTQ + students, this study aims to contribute to a more equitable and inclusive education system in Thailand and beyond.Design/methodology/approachThis study employs a qualitative case study approach to explore how social justice principles are integrated into Thailand’s teacher education programs. Data were collected through semi-structured interviews with 15 teacher educators and 25 teacher candidates from public and private institutions across urban and rural areas, focus group discussions, and document analysis of curricula and policy frameworks. Thematic analysis was used to identify key barriers, practices, and opportunities for fostering equity and inclusion. A content analysis of syllabi and policy documents provided further insight into the alignment between policy directives and pedagogical practices in teacher education.FindingsThe findings reveal a significant gap between policy directives on social justice and their practical implementation in teacher education. While curricula include theoretical discussions on equity and inclusion, there is limited emphasis on actionable strategies for addressing classroom inequalities. Teacher educators report inadequate training and institutional support for teaching social justice principles. Inconsistent understandings of social justice and insufficient focus on marginalized groups, such as ethnic minorities and LGBTQ + students, further hinder effective integration. However, experiential learning opportunities, such as community engagement projects, demonstrate potential for bridging theory and practice, offering practical ways to enhance teacher training for equity and inclusion.Research limitations/implicationsThis study is limited to a small number of teacher education institutions, which may not fully represent the diversity of teacher training programs in Thailand. Additionally, the focus on qualitative data limits the generalizability of findings but provides in-depth insights into participant experiences and institutional contexts. Future research could explore broader geographic and institutional contexts and incorporate quantitative methods to validate findings. The study’s implications emphasize the need for a unified national framework for social justice education and expanded professional development for teacher educators to address gaps in preparing future teachers to foster equity and inclusion.Practical implicationsThe study highlights actionable strategies to improve social justice integration in teacher education. Recommendations include revising curricula to embed equity and inclusion as core components, enhancing professional development opportunities for teacher educators, and expanding experiential learning initiatives such as community engagement projects. Teacher training institutions are encouraged to focus on marginalized populations by incorporating modules on culturally responsive teaching and inclusive classroom practices. These practical reforms aim to better equip future educators to address inequalities, support diverse learners, and create inclusive educational environments aligned with Thailand’s national education reform goals and international standards.Social implicationsBy addressing systemic gaps in social justice education, this study contributes to fostering a more equitable and inclusive educational system in Thailand. Strengthening teacher training to prepare educators for supporting marginalized populations, including ethnic minorities and LGBTQ + students, can help reduce discrimination and promote social cohesion. Educators equipped with social justice principles can act as agents of change, challenging structural inequalities and creating inclusive learning environments. The study’s focus on aligning teacher education with broader social justice goals supports Thailand’s commitment to the United Nations’ Sustainable Development Goals (SDGs), particularly in achieving inclusive and equitable quality education for all.Originality/valueThis study offers a unique contribution by examining the integration of social justice principles in the context of Thailand’s teacher education programs, an area that has received limited scholarly attention. By bridging theory and practice, the research identifies critical gaps and opportunities for fostering equity and inclusion in teacher training. The study’s focus on marginalized groups, including ethnic minorities and LGBTQ + students, adds depth and relevance to global conversations on social justice in education. The findings provide actionable recommendations for policymakers, institutions, and educators, highlighting innovative practices such as experiential learning to enhance the preparation of socially just educators.

In this study, which examines the perceptions of foreign students continuing their education in the Turkish education system regarding social justice in schools, descriptive survey model, one of the quantitative research designs, was used. The sample of the study consists of 364 students who were determined by appropriate sampling from the universe in question. In order to collect the research data, the "Perception of Social Justice in Education" scale was used together with questions containing demographic information, including personal information of the participants. Statistical analyses, such as the arithmetic mean and standard deviation, were used to determine students' perception levels of social justice. Statistical analyses such as the T-test for variables with two factors and one-way analysis of variance (ANOVA) for variables with more than two factors were used. As a result of the research, it was concluded that, according to students' perceptions of social justice and its dimensions, teachers often exhibit social justice-based behaviors in the education process. In addition, statistically significant differences were found in students' perceptions of social justice according to variables such as age, place of birth, class level, parental education level, and whether they have their own room or not. These results can be evaluated that students' perception of experiences differs according to their personal characteristics, and therefore, not all students have the same level of social justice perception.

This article contributes to the special issue that aims to explore the transformative potential of the socially just TPSR approach. We write as members of the TPSR Alliance community of practice and draw on our experience and relationships to consider how Hellison and the TPSR model relates to social justice in education. We highlight that TPSR scholarship has a long history of working in communities that are experiencing injustice. We provide several examples of TPSR programs and approaches that advance social justice and describe ways that the model evolved alongside the urban education movement in the United States. A major contribution to social justice in physical education has been the longstanding work of TPSR scholars and practitioners in a wide range of communities that are experiencing injustices. When mindful of presentism, TPSR has implications for scholarship on social justice in physical education.

During the 21st century, major social changes have occurred, such as technological development and the COVID-19 pandemic, along with war conflicts and economic crises, which have created refugee and migration flows. In addition, globally, by promoting social justice, efforts are made to combat any kind of discrimination and exclusion related to race, religion, ethnicity, disability, sexual orientation, and gender identification. School is an organization alive and open to society, affected by every social change. Within this organization, the citizens of the future are formed. Social justice in school education contributes significantly to this, as it is a process in which teachers and students actively contribute to the formation of a democratic, inclusive environment. This study presents the theoretical approaches of social justice in education, emphasizing, however, the critical multicultural theory, as it delves into finding the most effective ways to eliminate social inequalities and exclusion.

هدف البحث إلى اقتراح نموذج تخطيطي لتحقيق العدالة الاجتماعية في التعليم الأساسي على ضوء نظرية إعادة الإنتاج الاجتماعي، ولتحقيق هذا استخدم البحث المنهج الوصفي في جمع المعلومات المتعلقة بنظرية إعادة الإنتاج الاجتماعي والتخطيط للتعليم الأساسي والعدالة الاجتماعية في التعليم ومبادئها، تفسير وتحليل آليات التفاوت الاجتماعي في التعليم الأساسي على ضوء النظرية، وذلک للتوصل إلى الاسهامات التي تقدمها نظرية إعادة الإنتاج للتخطيط التربوي لمعالجة فجوات العدالة الاجتماعية في التعليم الأساسي. کما تم استخدام أسلوب النماذج السببية في بناء نموذج تخطيطي لتزويد المخطط التربوي بإطار تحليلي سببي يأخذ في اعتباره العناصر الرئيسة للعدالة في التعليم الأساسي ضمن السياق المجتمعي المحيط، حيث يرکز على العلاقة بين التعليم کنظام اجتماعي والبنية الاجتماعية والطبقية السائدة في المجتمع. Planning Model for Achieving Social Justice in Basic Education in Light of Social Reproduction Theory Abstract The research aimed to propose a planning model for achieving social justice in basic education in the light of social reproduction theory. To achieve this, the research used the descriptive approach in gathering information related to social reproduction theory, planning for basic education, social justice in education and its principles, interpretation and analysis of social inequality mechanisms in basic education on The light of the theory, in order to arrive at the contributions that the reproduction theory provided to educational planning to address social justice gaps in basic education. Causal models were also used in building a planning model to provide the educational planner with a causal analytical framework that takes into account the main elements of social justice in basic education within the surrounding societal context, as it focuses on the relationship between education as a social system and the social and class structure prevailing in society.

Part 1: Historical and Theoretical Perspectives Ken Saltman Part 2: International Perspectives on Social Justice in Education Fazal Rizvi Part 3: Race and Ethnicity, Language and Identity: Seeking Social Justice in Education Annette Henry Part 4: Gender, Sexuality and Social Justice in Education Mara Sapon-Shevin Part 5: Bodies, Disability and the Fight for Social Justice in Education Patricia Hulsebosch Part 6: Youth and Social Justice in Education Jeffrey Duncan-Andrade Part 7: Globalization: Local and World Issues in Education Pauline Lipman, and Karen Monkman Part 8: The Politics of Social Justice Meets Practice: Teacher Education and School Change Joel Westheimer Part 9: Classrooms, Pedagogy, and Practicing Justice Rick Ayers

Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World

Social justice (SJ) is not a “newly discussed” issue. It has made a mark on the history of humanity. It was one of the most frequently discussed concerns of earlier religious and philosophical traditions for both their own context and other contexts around the world. Almost all disciplines, including philosophy, politics, sociology, psychology, anthropology, and education, have been in search of a just world for people and have tried to find an answer to the question of what a socially just society is. Social justice has been a debated issue on the agendas of educational researchers, too. Similar to other fields, research on social justice in education has been attempting to describe and analyze its meaning and nature in educational settings. Educational researchers have made significant efforts to provide a definition of social justice in schools and to open the black box of social justice delivered to schools. In education, social justice, in short, may be seen as a fact directly related to providing equal opportunities for everyone in schools regardless of race, ethnicity, culture, social class, wealth, gender, family structure, sexual orientation, disability, and so on. This urges school leaders to be aware of their central roles and responsibilities in terms of justice issues in their schools, and this makes it very clear that a just school depends on leaders believing in social justice. In other words, school leaders and their efforts to create a just school have explicit effects on justice issues in schools.

Teaching for Social Justice: A Democracy and Education Reader, edited by William Ayers, Jean Ann Hunt, and Therese Quinn. New York: Teachers College Press, 1998. 422 pp. $18.95, paper. Reviewed by Erskine S. Dottin, Florida International University Education, of course, lives an excruciating paradox precisely because of its association with and location in schools. Education about opening doors, opening minds, opening possibilities. School too often about sorting and punishing, grading and ranking and certifying. Education unconditional-it asks nothing in return. School routinely demands obedience and conformity as a precondition attendance. (p. xxiii) The above quote from Teaching for Social Justice, indeed the whole book, brings mind Postman's (1966) call view democracy in America as an open-ended experiment, and thus see the of American children as opportunities engender further questions about that story. The basic message in this book that for social justice at the heart of a democratic education (p. xiii); subsequently, to teach change a life not just disseminate information (p. xiii). The framework for this book rests on the idea that stories inspire us work toward change. Consequently, readers can learn how teach for justice through portraits of teachers and community leaders. They can get practical advice on the tasks involved in teaching for justice by exploring the possibilities of schools and programs that support it. Last, they can be challenged by the comments of educators teaching for social justice through what Ayers et al. call activists' forums. The editors of this book convey very clearly throughout the work that teaching an invitation act on the part of the learner. Therefore, teaching for social justice is teaching for the sake of arousing the kinds of vivid, reflective, experiential responses that might move students come together in serious efforts understand what social justice actually means and what it might demand (p. xxix-xxx). The underlying philosophical message that present social conditions impair justice for all and warrant change. To teach, then, identify the obstacles justice and help learners act change this unjust world and create a better life-that is, work toward a better society. Teaching for social justice and teaching for social change are thus construed as being synonymous. Active learning that engenders critical analysis, civic participation, and action seen as the pedagogical mantra. The aim of education, according this work, therefore reconstruct society. Furthermore, the manner of be used achieve such an aim must combine the needs and interests of the learner with his or her participation in social reform efforts. The 21 stories of teaching in the book exemplify this theme, presenting lessons be learned from: (a) the stories of abuse and exploitation of workers by corporations in the name of profits; (b) adult women enhancing their intellectual development in academic learning communities with other women; (c) literacy initiatives; (d) teaching about racial attitudes; and (e) learning experiences that are grounded in the realities of the learners. …

This article examines the paradox of post-apartheid education policies which established the formal basis for social justice and equity through legislation while in reality these laudable goals remain unattainable and elusive. The article is informed by and builds on the conceptualisation and analysis of the barriers to social justice and equality in education by global and local critical, post-colonial and political economy of education scholars. It critically outlines the key arguments and studies around these concepts and attempts to show the strengths and limitations of their analyses. Conceptual coherence was achieved through a theoretical framework which focuses on social class, community and critical education policy. An original contribution is made by extending and adapting some of these views, beyond their initial application, to support the education initiatives of South African social movements in poor communities. In concert with the latter, local education policy analyses will be critiqued for not paying sufficient attention to issues of social class, context and community voices in education.

School leadership seems to play an important role in promoting social justice goals in education, particularly in relation to students from historically disadvantaged and marginalized groups. This study is based on research concerning the perceptions and views of principals of secondary (level of) education in Thessaloniki (Greece) regarding social justice. Our research strategy was Case Study and our main technique was Semi-Structured Interview. Data were analysed with the Thematic Analysis. According to the results, the principals in our study perceived social justice as providing equal opportunities, equal participation, and inclusiveness of all students in the school. The participants in our research appreciate that with the assistance of all members of the school community, there are opportunities to implement social justice in schools. Finally, principals in our research believe that training is needed, as well as changes in administrative and educational practices that promote social justice.

Straipsnyje, remiantis klasikinės grindžiamosios teorijos metodu, nagrinėjama, kaip mokyklų administracijos atstovai, mokytojai, mokiniai, tėvai, kiti mokyklos darbuotojai suvokia ir patiria socialinį teisingumą Lietuvos mokyklose. Remiantis konkrečiais šio tyrimo duomenimis, aptariama autentiška tyrimo dalyvių patirtis, atskleidžiama pagrindinė socialinio teisingumo mokyklose problema (rūpestis) ir paaiškinama iškilusi savarankiška vidutinio lygmens slegiančio susidūrimo teorija.

A key dimension to social justice leadership is building authentic partnerships with families and community-based organizations to confront educational inequities. Authentic partnerships are respectful alliances among educators, families, and community agencies that value building relationships, communicating across difference, and sharing power for the common goal of achieving social justice and equity in schools. Place-based educational reforms, such as community schools, strive to foster authentic partnerships through a web of support integrating three interconnected systems: a strong core instructional program, enrichment activities to expand learning opportunities, and a full range of health and mental health services. This case study examines how key stakeholders - administrators, teachers, board members, community members, and parents - learned to transform a traditional public school into a community school, dramatically expanding authentic partnerships. We examine the learning architecture of the communities of practice (COPs) as these stakeholders established, grew, and sustained this community school. Our analysis shows that people enact transformation by learning new knowledge, skills, and dispositions, and this learning happens within COPs. The findings of our study exhibit the learning of a COP to create organizational routines and structure to foster authentic partnerships becomes a powerful tool to enhance social justice in school as such partnerships empower marginalized students and families. We discuss implications for how educational leaders seeking to advance social justice can move from identifying exemplary institutions to productively analyzing factors contributing to the organizational transformation.