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Summary

In both theory and practice, social in-justices limit human learning and thriving. The conference will convene expert justice-oriented university researchers, K-12 practitioners, K-University students, and parents around theorizing justice imperatives, promoting pedagogical justice as praxis projects, and doing methodological justice.

Abstract

In her Social Justice in Education Award Lecture, "Justiceā€¦Just Justice" at the 2015 American Educational Research Association (AERA) Annual Meeting, Dr. Gloria Ladson-Billings problematized the term "social justice." In both theory and practice, social in-justices limit human learning and thriving. Black, Indigenous, and Latinx youth have inequitable access to rigorous coursework, which diminishes their ability to compete for admissions to elite colleges and universities. Furthermore, all students, even those who do not desire higher education, have severe limitations on what they can learn in school about the histories, languages, and cultures of black, Indigenous, and Latinx peoples. These are "just justice" matters. To address these injustices, Ladson-Billings (2015) strongly advocated for a "shift from justice as theory toward justice as praxis." The proposed conference, "Justice as Praxis in Education Conference," will convene expert justice-oriented university researchers, K-12 practitioners, K-University students, and parents around 3 primary goals: (1) theorizing justice imperatives, (2) promoting pedagogical justice as praxis projects, and (3) doing methodological justice.

Sponsor

Spencer Foundation Conference Grant
$49,872

Principal Investigator

Sakeena Everett

Assistant Professor, Language and Literacy Education

Active Since

January 2020