The Handbook of Social Justice Interventions in Education features interventions in social justice within education and leadership, from early years to higher education and in mainstream and alternative, formal and informal settings. Researchers from across academic disciplines and different countries describe implementable social justice work underway in learning environments--organizations, programs, classrooms, communities, etc. Robust, dynamic, and emergent theory-informed applications in real-world places make known the applied knowledge base in social justice, and its empirical, ideological, and advocacy orientations.
A multiplicity of social justice-oriented lenses, policies, strategies, and tools is represented in this Handbook, along with qualitative and quantitative methodologies. Alternative and conventional approaches alike advance knowledge and educational and social utility. To cover the field comprehensively the subject (i.e., social justice education and leadership) is subdivided into four sections. Part 1 (background) provides a general background of current social justice literature. Part II (schools) addresses interventions and explorations in preK-12 schools. Part III (education) covers undergraduate and graduate education and preservice teacher programs, classrooms, and curricula, in addition to teacher and student leadership in schools. Part IV (leadership) features educational leadership and higher education leadership domains, from organizational change efforts to preservice leader preparation programs, classrooms, etc. Part V (comparative) offers interventions and explorations of societies, cultures, and nations.
Assembling this unique material in one place by a leading cast will enable readers easy access to the latest research-informed interventionist practices on a timely topic. They can build on this work that takes the promise of social justice to the next level for changing global learning environments and workplaces.
Carol A. Mullen PhD, is Professor of Educational Leadership at Virginia Tech in the School of Education, Blacksburg, Virginia, United States. A graduate of the University of Toronto, she is a twice-awarded U.S. Fulbright Scholar in China (2015) and Canada (2017), as well as a former School of Education Director, Associate Dean, and Department Chair. As an interdisciplinary school, she writes on social justice topics in education and leadership extending to creativity and accountability within international contexts. Her authorships of scholarly, peer-reviewed works include over 180 journal articles and book chapters, and 15 guest-edited, special issues. Her 22 (co)authored and (co)edited books include, most recently, Creativity and Education in China (2017, Routledge, sole-authored) and Creativity Under Duress in Education? (2019, Springer, sole-edited). Forthcoming with Springer is the sole-authored contracted book titled Revealing Creativity: Exploration in Transnational Education Cultures. Empirical articles of hers appear in top-tier, high-impact journals, including Action in Teacher Education, Educational Psychology Review, International Journal of Leadership in Education, Journal of School Leadership, Qualitative Inquiry, Teacher Education Quarterly, Teachers College Record, and Journal of Research on Leadership Education. Her editorial roles include former editorship of the Routledge journal Mentoring & Tutoring. For professional achievement and impact, she has received many awards, including the 2016 Jay D. Scribner Mentoring Award from the University Council for Educational Administration and the 2017 Living Legend Award from the International Council of Professors of Educational Leadership, serving as its 67th President.
