Possibilities in Practice

Summer Melody Pennell is Assistant Professor of English Education at Truman State University. Her research interests include social justice pedagogy, English education, queer theory, Young Adult literature, and qualitative methods. Her publications include manuscripts on her theory of queer cultural capital and teacher education.Ashley S. Boyd is Assistant Professor of English Education at Washington State University where she teaches courses on critical theory, English methods, and young adult literature. She earned her BA in English, MAT in secondary English, and PhD in Education from UNC-Chapel Hill. Hillary Parkhouse is Assistant Professor of Teaching and Learning at Virginia Commonwealth University. Her research interests include critical citizenship education, global education, youth civic empowerment, and critical pedagogy. She has published articles on undocumented immigrant youth activism and teaching culturally and linguistically diverse students.Alison LaGarry is Clinical Assistant Professor of Education at the University of North Carolina at Chapel Hill. Her research interests include social justice pedagogy, arts education, educational sociology, and qualitative methodology. Her publications include manuscripts on social justice teaching methods, and arts integration.

• Acknowledgments – Summer Melody Pennell/Ashley S. Boyd: Possibilities in Practice: Introduction and Contextual Background – Hillary Parkhouse/Ashley S. Boyd/Summer Melody Pennell: Theoretical and Historical Foundations of Social Justice Teaching – Laura Bower-Phipps/Jessica S. Powell/Marissa Bivona/Rebecca Harmon/Anne Olcott: Re-drawing the Line: Queering Our Pedagogy in the Early Childhood Classroom – Ronda Taylor Bullock/Cherish Williams/Daniel Kelvin Bullock/Stef Bernal-Martinez: we are: Exploring an Anti-Racist Summer Program for Elementary Students – Sunghee Shin/Beverly Milner (Lee) Bisland: Immigration Today: Perspectives from Primary Classrooms – Elizabeth E. Saylor: "Act Like a Girl!": Preservice Elementary Teacher Perspectives of Gender Identity Development – Alison LaGarry: One Social Justice Music Educator: Working Within and Beyond Disciplinary Expectations – Summer Melody Pennell/Bryan Fede: Reading the Math on Marriage Equality: Social Justice Lessons in Middle School – Courtney B. Cook/Celina Martínez Nichols: Cultivating Communities of Care: Story Circles as Social Justice Practice – Jeff A. Greiner: Fixing the World: Social Justice in World History – Lana M. Minshew/Martinette Horner/Janice L. Anderson: Technology Integration in Urban Middle School Classrooms: How Does Culturally Relevant Pedagogy Support 1:1 Technology Implementation? – Alexis Patterson/Deb Morrison/Alexandra Schindel: What’s Science Got To Do with It? Possibilities for Social Justice in Science Classroom Teaching and Learning – Ashley S. Boyd/Alyssa Bauermeister/Holly Matteson: "Project Read Freely": Using Young Adult Literature to Engender Student Choice in an English Language Arts Classroom – Joanne M. Pattison-Meek: Geography Matters: Face-to-Face Contact Pedagogies to Humanize Unfamiliar Ethnocultural Differences – Jeanne Dyches: "I, Too, Sing America": Operationalizing #WeAreNotThis and #BlackLivesMatter in an English Classroom – Jay M. Shuttleworth/Josef Donnelly: Teaching Columbus to Newcomer Students: Social Justice in the Classroom and Across the Urban Landscape – Hillary Parkhouse: "Couch the Oppression in Resistance": Teaching Strategies for Social Change Through U.S. History – Brian Gibbs: "It’s Like We Were Slow-Roasted … But in a Really Good Way": Embedded Y-PAR in a U.S. History Course – Linsay DeMartino/Sara Rusk: Students as Researchers: A Co-teaching Narrative from a Social Justice-Oriented U.S. Government Class – Notes on Contributors – Index.

“A real strength of this book is its scope. It offers images of students ranging from pre–K to high school, in language arts, math, science, social studies, and arts-based classrooms. It delves into topics including gender and sexuality, anti-racism, immigration, ethnicity, linguistic diversity, among others. And instead of providing a chapter for everyone, it provides a kaleidoscope of possibilities for teachers committed to the ongoing, increasingly difficult, work of social justice in their classrooms.”—Mollie Blackburn, Professor, School of Teaching and Learning, College of Education and Human Ecology, The Ohio State University