A Twenty-first Century Approach to Teaching Social Justice

Richard Greggory Johnson Iii

ISBN 10: 1433105136 / ISBN 13: 9781433105135

Edité par Peter Lang Dez 2008, 2008

A propos de cet article

This item is printed on demand - it takes 3-4 days longer - Neuware -A Twenty-first Century Approach to Teaching Social Justice: Educating for Both Advocacy and Action defines social justice in terms of the marginalization of groups including women, people of color, queers, working class/poor individuals, and individuals with disabilities. Sixteen original chapters provide new and insightful perspectives on topics ranging from global transgender awareness and action to religious pluralism. Essential reading for anyone concerned about the state of equality in our society, this book will provide undergraduate and graduate students, as well as other readers, with an awareness of various social justice issues and how to develop strategies for social change. 248 pp. Englisch.

N° de réf. du vendeur 9781433105135

Détails bibliographiques

• Titre: A Twenty-first Century Approach to Teaching Social Justice
• Éditeur: Peter Lang Dez 2008
• Date de parution: 2008
• Langue: anglais
• ISBN à 10 chiffres: 1433105136
• ISBN à 13 chiffres: 9781433105135
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 225 L x 150 H x 14 P (en millimètres) 225 millimètres de largeur par 150 millimètres de hauteur par 14 millimètres de profondeur
• Poids: 354 grammes

A propos de ce titre

Synopsis

A Twenty-first Century Approach to Teaching Social Justice : Educating for Both Advocacy and Action defines social justice in terms of the marginalization of groups including women, people of color, queers, working class/poor individuals, and individuals with disabilities. Sixteen original chapters provide new and insightful perspectives on topics ranging from global transgender awareness and action to religious pluralism. Essential reading for anyone concerned about the state of equality in our society, this book will provide undergraduate and graduate students, as well as other readers, with an awareness of various social justice issues and how to develop strategies for social change.

À propos de l?auteur

The Editor : Richard Greggory Johnson III is Professor of Educational Leadership and Policy Studies at the University of Vermont. His research centers on social justice/social equity issues. Dr. Johnson's research has appeared in the International Journal of Public Administration and The American Review of Public Administration. His first book (with Kenneth Oldfield) is Resilience : Queer Professors from the Working Class. He holds a doctorate from Golden Gate University in public policy and administration ; an M.S. in public services management from DePaul University, and an M.A. in social justice from Georgetown University.