Handbook of Social Justice Interventions in Education (Springer International Handbooks of Education)

The Handbook of Social Justice Interventions in Education features interventions in social justice within education and leadership, from early years to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments―organizations, programs, classrooms, communities, etc. Robust, dynamic, and emergent theory-informed applications in real-world places make known the applied knowledge base in social justice, and its empirical, ideological, and advocacy orientations. A multiplicity of social justice-oriented lenses, policies, strategies, and tools is represented in this Handbook, along with qualitative and quantitative methodologies. Alternative and conventional approaches alike advance knowledge and educational and social utility. To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools. Part III (education) covers undergraduate and graduate education and preservice teacher programs, classrooms, and curricula, in addition to teacher and student leadership in schools. Part IV (leadership) features educational leadership and higher education leadership domains, from organizational change efforts to preservice leader preparation programs, classrooms, etc. Part V (comparative) offers interventions and explorations of societies, cultures, and nations. Assembling this unique material in one place by a leading cast will enable readers easy access to the latest research-informed interventionist practices on a timely topic. They can build on this work that takes the promise of social justice to the next level for changing global learning environments and workplaces. Preface Contents About the Editor Contributors 1 Introduction to the Collection Introduction Purpose Justice Organization Features Contributors Impact Conclusion References Part I: General Background of Social Justice Literature 2 Pedagogies for Decolonizing Education in Theory and Practice Overview and Purposes Literature Review Strategies Salient Terms and Definitions Discussion of Thematic Results Liberation/Advocacy Theories Guiding Pedagogy (Theme 1) Multicultural Education Social Justice Tribal Justice TribalCrit Pedagogic Interventions from Five Disciplines (Theme 2) Ten Literature-Based Tenets for Infusing Pedagogy (Theme 3) Shed Colonial Epistemologies Make Genocide Explicit Expose Settler Colonialism Teach Indigenous Paradigms Create Values-Aligned Curriculum Consult Sources to Indigenize Curricula Collaborate with Indigenous Experts Foster Bicultural Indigenous Peoples Model Change Take Action Transforming Mindsets Through Pedagogic Activism (Theme 4) Recommendations from the Literature Collective Consciousness-Raising Culturally Responsive Education Implications and Reflective Takeaways Summary Note References 3 Inclusion as Social Justice: Nancy Fraser ́s Theory in the South African Context Introduction Inclusive Education Models Special Education Model Social Justice Model Alternative Perspectives on Social Justice Fraser ́s Social Justice Theory Participation Parity: A Social Justice Framework Discussion Redistribution Dimension of Social Justice Recognition Dimension of Social Justice Representation Dimension of Social Justice Conclusion References 4 Defining Social Justice in Education Introduction Definitions of Social Justice Equity and Distributive Justice Adequacy and the Democratic Threshold Intersection of Equity and Adequacy Social Recognition Social Justice in Practice Professional Standards of Practice and Preparation Teaching Social Justice in Educator Preparation Programs Conclusion References 5 Still Searching for Leadership in Educational Leadership Introduction The Nature of Social Justice Interventions The Lens of Postmodernism The Meta-field: Understanding the Concept of Apparatus and ``A Field of Power ́ ́ Interventions Within the Foucauldian ``Enunciative Field ́ ́ A Field of Memory A Field of Presence A Field of Concomitance Methods of Postmodern Analyses De-construction (Method #1) Genealogy (Method#2) Tracking the Trace (Method #3) Barriers to Social Justice Interventions in Higher Education Preparation Programs A. A Near Half-Century of Textual Unresponsiveness to Social Justice Issues (Barrier #1) B. School Leaders Are Agents of Organizational Conservatism (Barrier #2) C. Social Science Methods that Erase Subjectivity and Diminish Moral Choices (Barrier #3) D. An Aversion to Emotionality and Other Nonrational Factors in Decision-Making (Barrier #4) E. National Leadership Standards: A Troubling Legacy (Barrier #5) F. A Field Historically Dominated by Rampant Anti-intellectualism (Barrier #6) Conclusion References 6 Transforming Schools Introduction Purpose and Overview of the Chapter Clarifying Terms Transformative Leadership Theory Overview of TLT Evolution of Transformative Leadership Theory Implementing Transformative Leadership Community High School Exemplifying the Principles and Tenets of TLT Guiding Practical Interventions with Transformative Leadership Theory Concluding Thoughts References 7 Theorizing About Identity Politics in Education and School Leadership Introduction Select Social Justice Theories Critical Race Theory: Theory 1 Black Feminist Theory (BFT): Theory 2 Application of BFT in Educational Contexts Social Justice Considerations of BFT Identity Theory: Theory 3 Identity Shifting in Theory and Practice Shifting in School Leadership Contexts Educating for Critical Consciousness Developing Activist Identities Heeding Civic Callings Naming Social Identity Platforms Conclusion References Part II: Interventions and Explorations in Leadership 8 Peer Equity Coaching: Socially Just, Transformative Adult Learning Introduction The Problem and Need for Equity Coaching The Investigation into Peer Equity Coaching Setting Research Framework Implicit Bias and Mind-Set Cultural Responsiveness Adult Learning Theory, Transformative Learning, and Critical Self-Reflection Organizational Learning and Leadership What Is Peer Equity Coaching? Role of Equity Coaches Training The Process Administrative Leadership and Organizational Learning Socially Just, Transformative Adult Learning through Peer Equity Coaching From Authority to Navigator of Conflict Listening to Student Voice Black Lives Matter Deeper Sense of Safety for Teachers of Color Impact of Equity Coaching in Johnson Public Schools Transformative Learning Transparency and Teacher-Driven Coaching Disruptive Individual Leadership Was Critical Recommendations for Future Equity Coaching Programs Recommendation One: Integrate Equity and Instructional Coaching Recommendation Two: Increase the One-to-One Time Recommendation Three: Define Culturally Responsive Teaching and Leading Recommendation Four: Expand the Indicators of Growth Recommendation Five: Promote Organizational Learning at all Levels Recommendation Six: Reinforce the Voices of Equity Coaches and Teachers of Color Conclusion References 9 From Zero Tolerance Policies to Restorative Practices Introduction Theoretical Framework: Social Justice Leadership Practice Zero Tolerance, Disproportionality, and School to Prison Pipeline Inclusive Discipline Policy: Restorative Justice (RJ) in Schools Our Experiences with RJ Practices Implementation Navigating Rational Policy Models Interpersonal Leadership for Transformative Practice Discussion and Implications: Lessons from the Field Conclusion References 10 Moral Purpose Expressed Through Values by Social Justice School Leaders in the Baltic Introduction Terms, Meanings, and Challenges Moral Purpose and Social Justice Baltic Contextualization Interviews with Baltic Principals and Methods Baltic Principal Values Related to Social Justice Reflection Conclusion References 11 Principals ́ Responsibility for Helping Impoverished Students Succeed in Rural Appalachia Introduction Overview and Questions Literature Reviewed on School-Family Partnership Education Leaders ́ Role in Family Engagement Family Engagement Strategies Methodology Findings Principals Mostly Attributed the Academic Success of Their School to Staff Not Having Their Basic Needs Met Was the Greatest Challenge for Poor, Rural Students Having a Welcoming Atmosphere That Fosters Engagement for All Families Was an Administrative Priority After-School Family Engagement Activities Are Supportive of Parents ́ Schedules Traditional Activities Attracted the Highest Family Participation in the Schools Inadequate Funding Prevented Program Development and Implementation for Engaging Families Sign-In Sheets Were Used at the Schools to Monitor Family Engagement Transportation Was a Major Barrier to Family Engagement in the Rural School Areas Parents Who Were Educators in the Schools Contributed to the Title I Schoolwide Plan Synthesis, Implications, and Recommendations Synthesis of Interview-Based Findings Practitioner Implications Policy Implications Recommendations for Further Research Conclusion Summary and Looking Ahead Note References 12 Professional Development for Teaching Students in Poverty and Impacting Teacher Beliefs Introduction Overview and Questions Literature Linkages Among Poverty, PD, Teacher Beliefs, and Instruction Mixed-Methods and Action Research Study Design Participants and Setting PD Training Sessions Findings Regarding Teacher PD, Beliefs, and Poverty Teachers ́ Negative Biases Against People in Poverty Changed Teacher Views of People in Poverty Became More Positive Teachers Implemented Specific Strategies to Teach Students from Poverty Teachers Lacked Appropriate PD Training for Working with Students from Poverty Content, Components, and Structure of Teacher PD Training Matter Synthesis of Findings Implications and Recommendations for Practice and Policy Practice Recommendations Policy Recommendations Summary and Reflections Conclusion Notes Teacher Interview Protocol on Professional Development References 13 Relational Mentoring for Supporting School Principals in Social Justice Leadership Introduction Overview Background to the Discussion Defining Social Justice Leadership for Social Justice Socially Just School Cultures Mentoring Principals for Democratic and Socially Just School Cultures Developmental Mentoring Relationships Mentor ́s Role in Promoting Social Justice Leadership Developing the Mentee ́s Capacity in Social Justice Leadership Context-Specific Collaborations on Social Justice Leadership Conclusion References 14 Indigenous Women Educational Leaders Decolonizing Schools Introduction Overview and Structure A University-Community Partnership Recognition of Our Positionality Ingrid ́s Story Lisa ́s Story Laura-Lee ́s Story Situating Our Work in the Literature Methodological Considerations Our Journeys with Indigenous Women Leaders Ingrid ́s Study: A Celebration of Mi ́kmaw Culture and Collaborative Relationships Laura-Lee and Lisa ́s Story: Building Indigenous Leadership Through Specialized Cohorts Reflective Thoughts Conclusion References 15 Rethinking Family and Community Leadership from a Distributed Perspective Introduction Overview and Organization School Leadership in Past Works on School-Family-Community Collaborations School-Family-Community Collaborations in Past Works on School Leadership Distinguishing School ́s Practices of Family Involvement from Equitable Collaboration Distributed Leadership Central Tenets of Distributed Leadership Distributed Leadership for Equitable Collaboration Conclusion References 16 Factors That Affect the Performance of Refugee Students in Public Schools: An Illustration from Virginia, USA Introduction Literature Reviewed Policy, Immigration, and Refugees Refugees in US Schools Family Dynamics and Parental Involvement Refugees and Traumatic Experiences Teacher Preparedness Instruction for English Language Learners Methodology Emergent Themes Findings Implications for Educational Leadership Conclusion Parent Focus Group Interview Questions (Adapted with Permission from Isik-Ercan 2012) Teacher Focus Group Interview Questions (Adapted with Permission from Wagner 2013) Administrator Focus Group Interview Questions (Adapted with Permission from Wagner 2013) References 17 Teachers Leading in Refugee Education Introduction Educating Resettled Refugees in the USA Literature Reviewed on Teacher Leadership and Social Justice Leadership Boundary Spanning Theory Methodology Informed by Researcher Positionality Findings: Identifying, Spanning, and ``Breaking ́ ́ Boundaries Self Boundaries Environmental Boundaries Network and Resource Boundaries Advocacy Boundaries Reflections and Discussion Conclusion References 18 Using Anti-racism to Challenge Whiteness in Educational Leadership Introduction Whiteness in Educational Leadership Educational Leadership Preparation for Anti-Racist Praxis Developing Anti-Racist Leadership in Preparation Programs Anti-Racist Education Leadership Structures in PK-12 Schooling Contexts Discussion and Recommendations Conclusion References 19 Social Justice Leadership in Educational Market Contexts Introduction Social Justice Leadership Justice-Oriented Forms of School Leadership Defining Social Justice Leadership Key Domains of Social Justice Leadership School-Centered Actions Community-Centered Actions Barriers Social Justice Leaders Face Educational Markets Educational Market Policy Educational Markets Can Undermine Equity School Leadership Within Educational Markets Social Justice Leaders in Market Contexts The Decoupling of School from Community The Valuing of Some Students over Others The Need to Market the School The Need to Please Consumers Conclusion References 20 Relationships as Assets, Relationships as Barriers: Social Justice Leaders ́ Use of Relationships in Their Work Introduction Relationship-Building Within Social Justice Leadership Practice Conceptualizing Social Justice Leadership Social Justice Leadership in Practice Relationships as a Key to Social Justice Leadership Practice Conceptual Framework: Social Justice Leaders ́ Relationships Case Study Methodology Data Collection Data Analysis Urban School Context Findings Social Justice Leaders Form Relationships with Myriad Stakeholders Relationships as Asset or Barrier to Social Justice Leadership School and District Staff Families Community Members and Organizations Minimizing Relationship-Oriented Barriers Conclusion References 21 Providing Equitable Services to Students with Special Needs Through Collaboration: An Evaluation of Relationships Introduction Equitable Student Services Literature on Collaboration Assessment of Effective Collaboration Quantitative Survey Method: WCFI Instrument Survey Respondents Statistical Analysis Discussion Research Question 1: Areas of Strength Research Question 2: Areas of Concern Study Limitations Policy and Practice Implications Possibilities for Further Research Conclusion Appendix A Descriptive Statistics Appendix B Analysis of Means Appendix C Independent t-Test for Evaluating a Strong Collaborative Relationship Appendix D Independent t-Test for Evaluating a Weak Collaborative Relationship Appendix E Independent t-Test for Evaluating Collaboration Categories References Part III: Interventions and Explorations in PreK-12 Schools 22 Seeking to Improve Student Success by Building Connections Between Indigenous Parents and Schools Introduction Overview Research Context-Diversity and Inequality in Canadian Schools Reconciliation and Social Justice Methods Fostering Relationships and Understanding Between Indigenous Families and Schools Being Heard, Respected and Valued: ``Putting a Voice to the Silence of Generations of Discrimination ́ ́ Supporting Content About Indigenous Peoples in the Classroom: ``This is an Opportunity for Me as a Parent to Help Out ́ ́ Supporting Indigenous Students: ``Nobody ́s Expecting You to Succeed ́ ́ Discussion Conclusion References 23 Teaching and Learning Toward Racial Justice in a Public School Science Classroom Introduction Theoretical Framework Literature Review Neoliberal Frames and Purpose of Schooling Antioppressive Education: Teacher and Student Critical Agency Critical Pedagogy Methods Participant Population and Classroom Context Findings Cultivating a Critical Consciousness Trauma and Healing Conclusion References 24 Social Justice in the Classroom Introduction Structure of the Chapter Global Crises and Reading in the Face of Amplified Calls for Social Justice Reading in the Face of Injustice Social Justice in the Present Context Why Use Literature for Social Justice Work with Youth in Schools? Diversifying Literature and the Counter-Story When Teachers Use Texts for Disrupting and Unlearning Positioning Oneself and Encounters with Difficult Knowledge Framing the Call for Interventions A Canadian Context of Injustice and the Place of Teachers Responding to Injustice in Schools in Canada NBE3U: The English Course at the Heart of the Discussion Why Indigenous Literatures Should Matter In and Out of the Classroom Difficult Stories and Difficult Knowledge in the Classroom Commitment to Complex Work with Literature in the Classroom Conclusion References 25 Change Through Creative Learning: Toward Realizing the Creative Potential of Translanguaging Introduction Creativity in Schools Creative Learning as a Lever for Change Understanding Translanguaging Toward Realizing the Creative Potential of Translanguaging Future Directions Conclusion References 26 Equity, Effectiveness, and Control Introduction Framing Low-Performing and Turnaround Schools Four Dimensions of School Turnaround State and District Coordination and Support Federal Policy Toward School Turnaround Elementary and Secondary Education Act Nation at Risk and the Educational Accountability Movement No Child Left Behind Race to the Top School Improvement Grant Program Every Student Succeeds Act Research and Analysis Procedures Capturing Central Elements Analysis of Content Findings Defining School Status Targeted Supports and Interventions Comprehensive Supports and Interventions More Rigorous Interventions Entrance to and Exit from TSI, CSI, and MRI Support and Sanction: Intervention Patterns Regulatory, Mixed, and Local Control States: State Governance Categories Regulatory States Mixed Approach States Local Control States Discussion Conclusion References 27 Learning by Doing: Practices in a Democratic School in Guatemala that Foster Citizenship Development and Civic Engagement Introduction Review of the Relevant Literature Purpose of Schools Democratic Schools Civic Education Through Learning by Doing The Research Study Purpose of the Research Data Sources Setting for the Study Samples for This Chapter Findings Practices Fostering Democratic Education and Citizenship Development Evidence of Learning by Doing at Colegio Naleb ́ Conclusion Notes References 28 Injecting Creativity in Society for Possible Futures of Improved Ethics and Equity Introduction: Society, Possibilities, and Social Injustice Creativity as a Necessity in the Information Society Creativity ́s Role in Enhancing Ethics and Equity A Pedagogy of the Possible Conclusions References 29 Interculturalism and Social Justice: The Case of the Inclusion of Chinese Children in Greek Schools Introduction Overview and Structure of Chapter Social Justice in Education and Schools Inclusion and Interculturalism Concepts Inclusive Education Intercultural Education Chinese Children in Greece: Challenges and Opportunities Greek Education System Chinese Education System A Chinese Community in Greece Inclusion Practices in the Greek Educational System Chinese Parents Chinese Students Teachers Recommendations for Increasing Cultural Awareness in Greek Schools Teachers ́ Professional Development (Theme 1) Listening to and Hearing Students ́ Voice (Theme 2) Inclusive Educational Practices (Theme 3) Collaborative Learning Differentiated Instruction Role of School Leadership (Theme 4) Discussion of Research Results Conclusion References 30 JusticexDesign: Exploring Power, Representation, and Participation Through Maker-Centered Learning Introduction Toward a Critical Sensitivity to Design Maker-Centered Learning A Critical, Practical Approach JusticexDesign in the Classroom Design Is Not Neutral Start with Context Interrogate Legacy Probe Representation Power Is Multidimensional Explore the Complexity of Power Become Sensitive to the Design of Power Take Apart and Reimagine Power Participation Is Constructed Look Closely at Oneself Become Sensitive to the Design of Participation Listen and Speak Bravely Conclusion Notes References 31 School Leaders, Emotional Intelligence, and Equitable Outcomes in Urban Education Introduction Theoretical Framework Leaders and Teachers ́ Decisions to Stay or Leave Leaders and Culturally Responsive Schooling Leaders and Transforming Schools with SEL Racial Incongruency Between Urban Leader Workforce and Students Non-equity-Oriented Leader Preparation Programs From NCLB to ESSA in the Centering of Socioemotional Wellness Conclusion References 32 Teacher Labor Actions as Social Justice Intervention in Education Introduction A Brief US History of Educator Labor Organizing Nature of Contemporary Educator Labor Actions Social Movement and Social Justice Unionism Bargaining for the Common Good Worth Striking for: Labor Action as Social Justice Intervention Conclusion References 33 Restorative Practices as a Social Justice Intervention in Urban Secondary Schools Introduction Restorative Justice: The Foundational Theory Restorative Justice in Education: Restorative Practices SaferSanerSchools Whole School Model of RPs Evidence about RP in Schools: Testing Theory in Practice in ``Real World Settings ́ ́ Promoting Justice or Sustaining the Status Quo? New Evidence: Focal Study of RP (with DN) in 8 US Urban Districts Study Sample and Background Implementing the SaferSanerSchools Model Data Collection and Analysis Lessons from the RP/DN Study in US Cities Safer, Saner Schools Less Exclusion Less Disengagement More RPs Challenges and Questions for Future Investigations Conclusion References 34 Equitably Responsive Teaching Introduction Disparities in Access and Use Home Access School Access School Use Interventions District School Teacher Conclusion References 35 Intersectional Justice for Adolescent Girls of Color Introduction Purpose and Overview Pursuit of Intersectional Justice in Education Intersectional Justice and LGP Identifying and Recruiting the Lavender Girls Session Protocol: Activities and Interview Questions Focus Groups as Intersectional and Collective Praxis From Kitchen Tables to Sister Circles Identity Flower and Tree of Life Researcher ́s Account of Chinae ́s Story Chinae ́s Flower An Intersectional Pedagogy: Womanist Care for Educators Conclusion References 36 Access and Barriers to Science, Technology, Engineering, and Mathematics (STEM) Education for K-12 Students with Disabiliti... Introduction Overview and Structure Literature Review Methods Review of Topical Literature STEM Definitions and Educational Concepts Deeper Learning Concept Law and Policy Drivers of STEM Education Projected Job Market Workforce and K-12 Education STEM Education and Student Engagement Students Identified as Gifted STEM Education and Inclusion of SWD Inclusivity of STEM for SWD STEM Approaches for SWD Collaborative Groups and Station Teaching for SWD Embedded STEM Supports for SWD Barriers to Inclusive Education for SWD Female Underrepresentation in STEM Fields Females in the K-12 STEM Classroom Female Longevity in STEM STEM Mentoring and Deeper Learning STEM Mentoring and SWD STEM Mentoring Benefits for Teachers STEM Externships and the K-12 Classroom Conclusion References 37 Bringing Problem-Based Learning to Elementary Schools to Benefit Children ́s Readiness for a Global World Introduction Overview and Orientation Literature Review Methods Synthesis of the Literature History of PBL PBL and Constructivism PBL in K-12 Public Education Profile of a Virginia Graduate: The 5Cs Engaging Qualities Present in PBL Tasks Conclusion References 38 Preserving Black Education Legacy and Influence Through Oral Histories of Southern Segregated Schools Introduction Overview and Questions Literature Reviewed on Black Education Current Equity and Access Concerns in Education for African Americans National, State, and Local Public School Desegregation Southern Segregated Schools and Value in the African American Community African American Narratives Through Which Story and Voice Are Heard Oral History Methods Synopsis and Thematic Findings Synthesis of Findings, Implications, and Recommendations Participant Interviews and Findings Implications for Practitioners Implications for Policy Recommendations for Further Research Conclusion Interview Protocol Literature Review Table with Select Entries References 39 Teacher Strategies Used to Achieve Desired Outcomes for Students with Emotional Disabilities Introduction Literature Review Methods Salient Terms and Definitions TSRs and Their Significance and Influence Theories of Teacher-Student Relationships Attachment Theory Self-Determination Theory Ecological Systems Theory Phases of Building TSRs in the Classroom Appraisal Phase Agreement Phase Testing Phase Planning Phase PoT-SRB Model Operationalized in a Classroom Teacher-Student Relationship Themes Closeness and Conflict Holistic Impact Survey Scales Used in TRS Research Teaching Populations with Emotional Disability Strategies for Supporting Students with ED Physical Classroom Environment Implications for Educational Leadership Professional Standards for Educational Leaders Effective Professional Development Conclusion Appendix Select Literature on Teacher-Student Relationships References Part IV: Interventions and Explorations in Higher Education 40 Social Justice Leadership Design Introduction Preparing Leaders for Complex Schools Confronting Complexity Drivers for Coherent Social Justice Program Design Focusing Direction for Social Justice Leadership Coherent Program Curriculum and Structure Reflexive Positioning District Partnerships Cultivating Collaborative Programs Engaging Partners and Stakeholders Investing in the Educational Leadership Continuum Leadership Pipelines Deepening Learning for Equity-Focused Leadership Culturally Responsive Curriculum Powerful Learning Experiences Programs as Learning Organizations Capacity Building for Equitable Programs Internal Accountability Promoting Social Justice Leadership External Accountability Promoting Social Justice Leadership Lateral Accountability Promoting Social Justice Leadership Conclusion References 41 Preparing Preservice Teachers for Social Justice Teaching: Designing and Implementing Effective Interventions in Teacher Ed... Introduction Architecture: Designing Social Justice Teacher Education in Relation to Theory and Context Cochran-Smith ́s Groundwork for a Theory of Social Justice for Teacher Education Cartography of the Landscape of Socially Just Teacher Education Landscape of Teacher Education Practical Interventions for Social Justice Teaching Engineering: Applying Principles of Teaching and Learning to Social Justice Teacher Education ́s Design and Function Enacting a Pedagogy of Social Justice Teacher Education Systems Thinking About Teacher Education Equity Literacy Framework Dispositions of Teacher Candidates and Teacher Educators Anticipating Problems Approaches to Teacher Education Interior Design: Curriculum and Pedagogy in Social Justice Courses Framing Identities and Building Community Inclusive Icebreaker Activities Activities for ``Unlearning ́ ́ Privilege and Marginalization Cultivating Supportive Learning Environments with Course Guidelines Building Social and Critical Consciousness Challenging Assumptions Through Habit-Building and Cooperative Learning Unsettling Mindsets Through Critical Reflective Practices Understanding Intersecting Inequities with Multimodal Pedagogies Historical, Institutional, and Structural Contexts Exploring Structural Inequity Through Oppression Understanding Racism Through Film Disrupting Heteronormativity Through Queering Moving Towards Action in Classrooms and Schools Making Theory-Practice Connections Through Case Study Opportunities to Act Understanding Allyship Through Community Engagement Creating Closure Conclusion References 42 Cultural Competency and Higher Education Introduction Diversification and Its Discontents Need for Greater Conceptual Clarity Around Diversity and Cultural Competence Institutional Accountability and Cultural Competency Work Pervasiveness of Institutional Whiteness Considering Institutional Diversification and Cultural Competency Anew Substantive Change, Complexity, and Coupling Adaptive Thinking and Responding from a Stance of Inquiry Building Accountability into Institutional Efforts to Improve Cultural Competency Organizational Cultural Competency Beyond Learning: Toward Authentic Organizational Cultural Competency Equity and Inclusion as Policy Transformed Classroom Environments Engagement Focused on the Retention and Success of Students and Faculty Conclusion References 43 Social Justice Interventions in Higher Education Introduction Background and Conceptual Frame Social Justice in Higher Education Social Justice Definitions Definitions of Social Justice Within Abolition and Decolonization Frames Need for Framing SJIS in Abolitionist/Decolonizing Frames in Higher Education Shifting to a Critical Institutional-Structural View Focusing SJIs on White Supremacy and Anti-Blackness Moving Beyond Scholarly Critique Social Movement Perspective Reform or Revolution: Rethinking Demands for SJIs Specific Actions for Faculty and Students in SJI Implementation Collective Organizing Institutional Audits Independent Collective Scholarly Action Research on the University Barriers to Faculty and Students Engaging in SJIs White Liberal Culture of Academe Examples of SJIs Issues from the University of Virginia (UVA) UVAContext for Social Justice Neo-Nazis Are Coming: What Should the University Do? University Action for Racial Equity (UCARE) Race and Tenure at UVA Guerilla Social Action: Sexual Assault Conclusion References 44 Disabling Injustice in the Higher Education Classroom Introduction Practices from Literature on Changing Perspectives Faculty Conversations Regarding Changing Perspectives Disability as Diversity Design ́s Role in Socially Just Education Understanding Disability Discourse Disability as Diversity in Higher Education Social Justice in Education Through Inclusive and Universal Design Universal Design in Physical Environments Universal Design for Learning Levin ́s Taxonomy of Equality of Educational Opportunity Equity of Educational Access Equity of Educational Participation Equity of Educational Results Equity of Educational Effect on Life Chances Inclusive and Universally Designed Learning Inclusive Voices Accessibility-Focused and Universally Designed Courses Inclusive Attitudinal Approaches Conclusion References 45 The Gift of Disruption: Feeling and Communicating Subverted Truths at the Intersection of Racist and Ableist Practices Introduction Dual Autoethnographic Methodology Design Autoethnographic Counternarrative Vignettes (Abridged) and Analysis Mercedes ́ Vignette David ́s Vignette Deficit Thinking Elements: Subverted Truths Illustrated Blame-the-Victim Orientation and Subverted Truth (Re)defined Vignette Discussion and Analysis First Dual Autoethnographic Vignette and Analysis Symptoms of Larger Systemic Oppression and Subverted Truth (Re)place Vignette Second Dual Autoethnographic Vignette and Analysis Pervasive and Implicit Nature and Subverted Truth (Re)value Vignette Third Dual Autoeth [draft- To Be Finalized Later] The Handbook Of Social Justice Interventions Features Interventions In Social Justice Within Education And Leadership, From Early Years To Higher Education And In Mainstream And Alternative, Formal And Informal Settings. Researchers From Across Academic Disciplines And Different Countries Will Describe Implementable Social Justice Work Underway In Learning Environments—organizations, Programs, Classrooms, Communities, Etc. Robust, Dynamic, And Emergent Theory-informed Applications In Real-world Places Will Make Known The Applied Knowledge Base In Social Justice, And Its Empirical, Ideological, And Advocacy Orientations. A Multiplicity Of Social Justice-oriented Lenses, Policies, Strategies, And Tools Is Represented In This Handbook, Along With Qualitative And Quantitative Methodologies. Alternative And Conventional Approaches Alike Will Advance Knowledge And Educational And Social Utility. To Cover The Field Comprehensively The Subject (i.e., Social Justice Education And Leadership) Is Subdivided Into Four Sections. Part 1 (appraisal) Appraises The Status Of Social Justice Literature. Part Ii (schools) Addresses Interventions And Explorations In Public Schools. Part Iii (education) Covers Undergraduate And Graduate Education And Preservice Teacher Programs, Classrooms, And Curricula, In Addition To Teacher And Student Leadership In Schools. Part Iv (leadership) Features Educational Leadership And Higher Education Leadership Domains, From Organizational Change Efforts To Preservice Leader Preparation Programs, Classrooms, Etc. Assembling This Unique Material In One Place By A Leading Cast Will Enable Readers Easy Access To The Latest Research-informed Interventionist Practices On A Timely Topic. They Can Build On This Work That Takes The Promise Of Social Justice To The Next Level For Changing Global Learning Environments And Workplaces.