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The concept of teaching for social justice has sparked much discussion over the past two decades. Couched in the idea of teaching democracy, which was initially proposed by John Dewey in the early 20th century, more recent scholars have adapted Friere’s (1968) work Pedagogy of the Oppressed to create a teaching praxis centered around injustice in historic and modern times (Zyginer, 2008; White, 2008; McCall, 2004; Lewis, 2001; Craig, 1994; Greene, 1998; Ayers, 1998).

While clearly related, the concept of social justice must be defined separately from the practice of teaching for social justice. In its most basic form, social justice focuses on the idea that unequal hierarchies in social systems result in a social group’s different levels of access to power and privilege (Lewis, 2001). Because of these inequitable levels of access, certain groups gain advantage over others. This leads to a society based on domination and oppression (Young, 1990). To develop more socially just societies, these hierarchical systems must be exposed and torn down, allowing all groups equal access.

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(cont.) Consequently, socially just societies are those in which everyone affected by a decision has part in making that decision (Bender-Slack & Raupach, 2008). Additionally, social justice is present when all people have their basic needs met, are physically and psychologically safe, are able to develop their full capacities, and are capable of interacting with others in a democratic sphere (Adams, Bell & Griffin, 1997).

Teachers who teach for social justice work to develop students who recognize the social hierarchies and look for ways to challenge unjust social norms. A curriculum centered around social justice is, by nature, socially reconstructivist: it confirms diversity, fosters equal opportunities, and challenges social stratification (McCall, 2004). In a large sense, according to John Rawls, an American political philosopher, socially just classrooms (and societies) enable citizens to define the concept of good and enact it even in circumstances where they are not directly affected by evil (Bull, 1998). For example, students who have not directly been affected by violence in school still work for non-violence because they believe all students should have the right to live and learn securely.

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Black boys must be exposed to their history...ITS IMPERATIVE! Message to a Teacher 8