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

Hyunhee Cho

Abstract


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.

Keywords


multicultural education, teacher education, social justice, equity education, social justice literacies

Full Text:

PDF


DOI: http://dx.doi.org/10.18251/ijme.v19i2.1307

Copyright (c) 2017 International Journal of Multicultural Education