Katharine Covino is associate professor of english studiesat Fitchburg State University.Cara M. Mulcahy is professor of literacy at Central Connecticut State University.

• ContentsForeword by Cornelius MinorAcknowledgmentsSection 1Critical Pedagogy Social Justice, and Transformative ChangeChapter 1: Social Justice in the Classroom: How Critical Literacy Can Help Teachers and Students Move Toward Empowerment, Equity, and Transformative Change by Katharine Covino and Cara MulcahyChapter 2: Centering Critical Engagement, Multimodal Learning, and Compassion through Language and Literacy by Cara Mulcahy and Louise ShawChapter 3: Defining and Developing Justice-Centered Educators by Nadia Behizadeh, PJ Miller, Rhina Fernandes Williams, Rosalynne Duff, Maya Jenkins, Kofi Kinney, Megan McKnight, Camea Davis, Jacob Hackett, Stephanie Behm Cross, and Elizabeth HearnSection 2Voices of Teacher Educators: Navigating Critical PedagogiesChapter 4: (Up)Lifting as We Climb: Reflections of Black Faculty by Christina Wright Fields and Addrain ConyersChapter 5: Classroom Curriculum, Critical Texts and Cries for Censorship: The Impact on Educators in One West Michigan Community by Sara HoeveChapter 6: Critique, Hope, Action: Analyzing Teacher-Selected Literature for Critical Pedagogy in the Elementary Classroom by Jessica EdwardsSection 3Stories from the Classroom: Critical Pedagogies as a Tool of EmpowermentChapter 7: Advocating for a More Just World through a Critical Literacy Unit: One Student's Expression of Critical Consciousness by Kierstin Giunco, Christine M. Leighton, and Grace TumushabeChapter 8: Leading Through Our Own Learning: Elevating Student Voice for Social Action by Sawsan JaberChapter 9: They’re Not Too Young: Centering Young Children of Color’s Racialized Knowledge and Disrupting White Supremacy Through Critical Race Pedagogy by Wintre Foxworth Johnson and Samiha RahmanAbout the Contributors

Discernment and hope have never more needed or scarce as liberatory scholars and educators resist the rise of antidemocratic curricula and school policies. The authors provide both in this volume: discernment that can be realized only at the intersection of emancipatory theory and practice; hope that can be found only in the midst of courageous community.