Navigating the Meanings of Social Justice, Teaching for Social Justice, and Multicultural Education

This article uses well-received contemporary scholarship—works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay—to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these...

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Bibliographic Details
Published in:International journal of multicultural education 2017-01, Vol.19 (2), p.1-19
Main Author: Cho, Hyunhee
Format: Article
Language:English
Subjects:
Correlation
Critical Literacy
Disadvantaged
Educational aspects
Educational Theories
Equal Education
Intercultural education
Literacy
Multicultural Education
Multiculturalism & pluralism
Political Attitudes
Power Structure
Social aspects
Social Justice
Teacher Education
Teaching Methods
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Summary:This article uses well-received contemporary scholarship—works by Iris Young, Nancy Fraser, Morva McDonald, Connie North, and Geneva Gay—to illuminate a high degree of coherence among the substantive meanings of social justice, teaching for social justice, and multicultural education. Based on these relationships, the article suggests that social justice is an inherent feature and goal of multicultural education, and the discourses between teaching for social justice and multicultural education should be mutually associated with one another to more effectively promote social justice. The article closes by outlining personal literacy that has the potential to enrich research and practice in multicultural education.
ISSN:1934-5267
1934-5267
DOI:10.18251/ijme.v19i2.1307