Vol. 116 (2020): Teaching for Justice
Teaching for Justice

Justice requires that we see “into the scattered wrongful dead/into the disappeared/the despised.” But it also requires that we take action beyond that vision, that we move from noticing to doing, to creating.  That transition from recognizing injustice to taking action to counter it is the focus of the articles in this issue of Radical Teacher.  While these articles vary in topic from a high school “world literature” class to teaching first-year college composition through hip hop to a group of British female academics responding to workplace speed-up in the context of neoliberal structures of higher education, all the pieces in this issue take on the difficult work of building just educational environments. 

Introduction

Sarah Chinn, Michael Bennett
1-4
Teaching for Justice
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Articles

Andrea Serine Avery
5-17
#BlackCharactersMatter: If I’m Trying to Teach for Social Justice, Why Do All the Black Men and Boys on my Syllabus Die?
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Sarah Trembath
18-25
Teaching Black Lives in College When Black Lives Didn’t Matter that Much K through 12
PDF
Shane A. McCoy
26-36
Writing for Justice in First-Year Composition (FYC)
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Andrea Cornwall
37 - 46
Decolonizing Development Studies: Pedagogic Reflections
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Shadia Siliman, Katherine Kearns
47 - 54
Intersectional Approaches to Teaching about Privileges
PDF
Sara Ashencaen Crabtree, Ann Hemingway, Sue Sudbury, Anne Quinney, Maggie Hutchings, Luciana Esteves, Shelley Thompson, Helen Jacey, Anita Diaz, Peri Bradley, Jenny Hall, Michele Board, Anna Feigenbaum, Lorraine Brown, Vanessa Heaslip, Liz Norton
55 - 65
Donning the ‘Slow Professor’: A Feminist Action Research Project
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Nicholas Hengen Fox
65 - 75
More than a Slogan: Or, how we built a Social Justice Program that made our campus more Just
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Poetry

Sonia E Maldonado Torres
76 - 83
Evelina Fue Tu Nombre / Evelina Was Your Name
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Contributors' Notes

Contributors' Notes
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