Skip to main content

Working to Awaken

Does “Doing Good” Equal Social Justice?

  • Chapter
Rattling Chains

Part of the book series: Transgressions ((TRANS,volume 89))

  • 668 Accesses

Abstract

Boston College is a Jesuit university where there is a strong emphasis on the theme of social justice. Social justice appears in course titles, program descriptions, and departmental and university mission statements. The school of Arts and Sciences offers an interdisciplinary minor in “Faith, Peace, and Justice” and the university points with pride to its students’ involvement in a range of service activities as an instantiation of the institution’s commitment to social justice.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Allington, R. L. (2005). What really matters for struggling readers: Designing research-based programs (2nd edition). Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Ayers, W., Quinn, T., & Stovall, D. (Eds.). (2009). Handbook of social justice in education. New York: Routledge.

    Google Scholar 

  • Beck, G. (2010). “What is social justice?” Foxnews.com. http://www.foxnews.com/story/0,2933,589832,00.html, retrieved October 5, 2010.

  • Biklen, D. (2005). Autism and the myth of the person alone. New York: University Press.

    Google Scholar 

  • Cochran-Smith, M., Barnatt, J., Lahann, R., Shakman, K., & Terrell, D. (2009). Teacher education for social justice: Critiquing the critics. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 625–639). New York: Routledge.

    Google Scholar 

  • Cohen, E. (1994). Designing group work: Strategies for the heterogeneous classroom. New York: Teachers College Press.

    Google Scholar 

  • Dudley-Marling, C. & Paugh, P. (2005). The rich get richer, the poor get Direct Instruction. In B. Altwerger (Ed.), Reading for profit: How the bottom line leaves kids behind (pp. 156–171). Portsmouth, NH: Heinemann.

    Google Scholar 

  • Dudley-Marling, C., & Paugh, P. (2004). A classroom teacher’s guide to struggling readers. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Dudley-Marling, C., & Paugh, P. (2009). A classroom teacher's guide to struggling writers. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Gabel, S. L., & Connor, D. J. (2009). Theorizing disability: Implications and applications for social justice in education. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of social justice in education (pp. 377–399). New York: Routledge.

    Google Scholar 

  • Gergen, K. J. (1990). Social understanding and the inscription of self. In J. W. Sigler, R. A. Shweder, & G. Herdt (Eds.), Cultural psychology: Essays on comparative human development (pp. 569–606). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Goodstein, L. (March 12, 2010). Outraged by Glenn Beck’s salvo, Christians fire back. New York Times, A12.

    Google Scholar 

  • Gorski, P. (2008). Good intentions are not enough: A colonizing intercultural education. Intercultural Education, 19, 515–525.

    Article  Google Scholar 

  • Harry, B., & Klingner, J. (2006). Why are there so many minority children in special education? New York: Teachers College Press.

    Google Scholar 

  • Harvey, D. (2005). A brief history of neoliberalism. New York: Oxford University Press.

    Google Scholar 

  • Harvey, S., & Daniels, H. (2009). Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Hursh, D. (2009). Beyond the justice of the market: Combating neoliberal educational discourse and promoting deliberative democracy and economic equality. In W. Ayers, T. Quinn, & D. Stovall, (Eds.), Handbook of social justice in education (pp. 152–164). New York: Routledge.

    Google Scholar 

  • Hyland, N.E. & Neuschkel, K., (2010). Fostering understanding of institutional oppression among U.S. pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 821–829.

    Article  Google Scholar 

  • Kliewer, C. (2008). Seeing all kids as readers: A new version for literacy in the inclusive early childhood classroom. Baltimore, MD: Paul Brookes.

    Google Scholar 

  • Kozol, J. (2006). The shame of the nation: The restoration of apartheid schooling in America. New York: Three Rivers Press.

    Google Scholar 

  • McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology and Education Quarterly, 26, 323–348.

    Google Scholar 

  • Miller, L. (1993). What we call smart: A new narrative for intelligence and learning. San Diego: Singular.

    Google Scholar 

  • Murray, C. (2009). Real education. Four simple truths for bringing America’s schools back to reality. New York: Three Rivers Press.

    Google Scholar 

  • Rhodes, L.K., & Dudley-Marling, C. (1988). Readers and writers with a difference: A holistic approach to teaching literacy to LD and remedial students. Portsmouth, NH: Heinemann Educational Books.

    Google Scholar 

  • Ruiz, N., Vargas, E., & Beltrán, A. (2002). Becoming a reader and writer in a bilingual special education classroom. Language Arts, 79, 297–309.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Sense Publishers

About this chapter

Cite this chapter

Dudley-Marling, C. (2012). Working to Awaken. In: Rattling Chains. Transgressions, vol 89. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-107-8_6

Download citation

Publish with us

Policies and ethics