Abstract
Introduction to the issue.
Highlights
What is of interest in Morvan’s article is the fact that his argument is supported by a Toronto District School Board report that points to the racial inequities regarding school success “that makes such connections clear” and “present as ethical dilemmas that people in all educational settings must deal with on a constant basis” (p. 37)
Gambone’s study is innovative in its use of thematic analysis of the workshop abstracts based on the extant literature. She articulates the urgency of this work as follows: This study aims to understand how professional development is designed as a site for progressive educators to engage with justice-oriented curricula
Most disciplines have theoretical frameworks that are used by activists within their academic field, the dearth of interdisciplinary theory specific to academic activism isolates academic activists from each other and reduces opportunities to provide examination of collective context, themes, meaning, and strategies. (p. 69) Rose argues for the uses of Scholarly Personal Narrative (SPN) across disciplines and points out that it has been utilized to write about the work of activist scholars who support social justice issues in their scholarship and work on the ground
Summary
She articulates the urgency of this work as follows: This study aims to understand how professional development is designed as a site for progressive educators to engage with justice-oriented curricula. 54) Gambone’s study is unique, in that it merges the discussion of the research literature on social justice oriented approaches with the work on progressive educators through both content analysis and discourse analysis.
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