Edited by Filiz Polat, Professor of Education, Head of Department of Educational Psychology, Inclusive & Special Education (EPISE), Mary Immaculate College, University of Limerick, Ireland and Peter Hick, Professor of Inclusive Education, Faculty of Arts & Sciences, Edge Hill University, UK

• ContentsPART I  INTRODUCTION1 Education for social justice in turbulent times 2Filiz Polat and Peter HickPART II  FOUNDATIONS OF SOCIAL JUSTICE IN EDUCATION2 Theorizing social justice in education: a conceptual framework 19Dale T. Snauwaert3 Using intersectionality as a theoretical framework to explore social justicein education 34Dr. Thelma Ramsey-Bryant4 Exploring notions of equity in school education within educationalresearch publications: a systematic literature review 50Barbara Gross and Lisa Bugno5 Learning poverty: benefits and pitfalls of a simple global metric 69Caine Rolleston6 Connecting modern-day social justice education initiatives with theAmerican progressive education movement: lessons learned and insightsfor the future 80Amber Strong MakaiauPART III  DECOLONISING EDUCATION AND DISRUPTING COLONIAL LEGACIES7 Decolonising African education: critiquing strategies and reimaginingsocial justice 100Bothwell Manyonga8 Decolonizing higher education: pedagogical strategies for empoweringinternational students 115Neivin Shalabi9 Co-constructing a pedagogy of radical belonging: plática~testimonio as amethodology in teaching for social justice 135Raquel Sáenz Ortiz and F. Zehra ÇolakPART IV  INTERSECTIONALITY AND INCLUSIVE EDUCATIONAL PRACTICES10 Practicing cultural humility with students of color with disabilities:suggestions for educators 150Emily N. Srisarajivakul and Elise J.Y. Choe11 Intersectionality of multiple identities and opportunities to learn: creatinginclusive environments 163Lavern Byfield12 Reconceptualizing school leadership: how to meet the needs of Black malestudents in a post-pandemic era 176Larry J. Walker and Travis Brown13 Co-production and student voice: mapping possibilities for research withchildren and young people with communication needs 187Joseph Mintz and Jill BradshawPART V  ARTS, CULTURE, AND RADICAL PEDAGOGIES14 Breaking the silence: how SPC rappers during the 80s, 90s, and 2000sdismantled racism for Black students in K–12 education 204Aaron Nance15 The weaponization of the hijab: an arts-based methodology exploring theglobal impact 217Rayham Dabashi and Christina Fields16 Testimonios on the closure of public schools in Puerto Rico: Loíza’sagency against neoliberal policies threatening students’ right to education 232Carmen M. Martínez-Roldán, Belinda Arana and Elizabeth Taveras Rivera17 Gaia’s Call: ecopedagogy, nonviolent communication, and a path toplanetary healing 249David Yisrael Epstein-HaLevi, Eric Holmlund, Kelli Rodriguez, GwenOlton, Stephanie Gottlob and Michaela EnsweilerPART VI  PARTICIPATORY AND YOUTH-LED JUSTICE WORK18 Participatory action research with college students to advance social justicein higher education 273Bailey B. Smolarek, Matthew Wolfgram, Mai Neng Vang and Chundou Her19 Meaningful participation in sexual health education for justice systemimpacted youth: an entertainment-education and theatre-based approach 285Amanda Harris20 The Changemaker Project: a case study of social justice education in action 299AnnaLise Hoopes

‘This Handbook offers a timely and comprehensive exploration of social justice in education. Bringing together diverse theoretical and empirical perspectives, it provides valuable insights for scholars, educators, and policymakers committed to addressing inequality and promoting more just educational systems. The volume engages with a wide range of themes, including the foundations of social justice in education, intersectionality and inclusive educational practices, decolonising education and disrupting colonial legacies, and the role of arts, culture, and radical pedagogies in foregrounding education for social justice in turbulent times. At a moment when questions of equity and inclusion are central to educational debates worldwide, this Handbook stands as an important and comprehensive resource. Its rich perspectives will inform research, teaching, and practice in the ongoing pursuit of social justice in education.’