Handbook of Social Justice Interventions in Education: (Springer International Handbooks of Education)

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.

Table of Contents:
Foreword   1.  Introduction to the Collection Part 1: Appraisal Status of Social Justice Literature 2.   Definitions, theories/frameworks, and Indigenous epistemologies 3.   Treatment of interventions in theory and models 4.   Facilitators and inhibitors of capacity-building intervention 5.   Dynamic, creative treatments enlivening interventionist work 6.   Promising pathways, conflicts, and ambiguities with interventions 7.   Controversy around commercialized/privatized interventions 8.   Neoliberal inroads with for-profit sponsored interventions   Part II: Interventions and Explorations in Public Schools 9.   Alternative teacher education 10. Cross-cultural interventions 11. Multi-tier and multi-level interventions 12. Interventions for African American public school populations 13. Interventions for Hispanic public school populations 14. Interventions for other Indigenous populations (e.g., Native Americans) 15. Interventions for historically underrepresented populations    16. Interventions and the urban environment 17. Interventions and the rural environment 18. Inservice teacher interventionist curriculum and programs 19. Creative problem-solving programs and strategies 20. Capacity-building in organizations  21. Decolonizing schooling with targeted interventions 22. Diversifying mainstream curriculum and programs 23. Policy intervention in targeted areas of schooling   Part III: Interventions and Explorations in Higher Education 24. Alternative undergraduate education 25. Alternative teacher education 26. Cross-cultural interventions 27. Multi-tier and multi-level interventions 28. Interventions for African American populations 29. Interventions for Hispanic populations 30. Interventions for other Indigenous populations (e.g., Native Americans) 31. Interventions for historically underrepresented populations    32. Interventions and the urban environment 33. Interventions and the rural environment 34. Preservice teacher interventionist preparation 35. Creative problem-solving programs and strategies 36. Capacity-building in organizations  37. Decolonizing schooling through intervention 38. Indigenizing undergraduate education 39. Diversifying curriculum and programs 40. Policy intervention in targeted areas of schooling   Part III: Interventions and Explorations in Leadership 41. Alternative graduate education 42. Alternative leader education 43. Cross-cultural interventions 44. Multi-tier and multi-level interventions 45. Interventions for African American graduate populations 46. Interventions for Hispanic graduate populations 47. Interventions for other Indigenous populations (e.g., Native Americans) 48. Interventions for historically underrepresented populations    49. Interventions and the urban environment 50. Interventions and the rural environment 51. Preservice leader interventionist preparation 52. Creative problem-solving programs and strategies 53. Capacity-building in organizations  54. Decolonizing schooling through intervention 55. Indigenizing graduate education 56. Diversifying curriculum and programs 57. Policy intervention in targeted areas of schooling   Part IV: Comparative Interventions and Explorations 58. Interventions across cultures 59. Interventions across nations 60. Interventions across contexts 60. Interventions comparing modalities 61. Interventions comparing methodologies   62. Coda

About the Author :
Carol A. Mullen, PhD, is professor of educational leadership and policy studies at Virginia Tech in the School of Education, Virginia, USA. A J. William Fulbright Senior Scholar alumnus, she completed research in China, Canada, and Australia. An experienced higher education administrator who served as president of two national associations, this interdisciplinary scholar writes on social justice in education and leadership within glocal contexts. Her authorships of scholarly, peer-reviewed publications include over 235 journal articles and book chapters, and 17 guest-edited, special issues. Her 28 books include Revealing Creativity: Exploration in Transnational Education Cultures (2020, Springer); Canadian Indigenous Literature and Art (2020, Brill); and Under Duress in Education? (2019, Springer). Top-tier, high-impact journals with her articles include 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. She is former editor of Mentoring & Tutoring (Routledge journal). Among the many career honors received, she was awarded the 2021 Alumni Award for Excellence in International Research from Virginia Tech; the 2020 Excellence (OISE Leaders & Legends) Award from the University of Toronto; the Alumni Award for Excellence in Research from Virginia Tech; the 2017 Living Legend Award from the International Council of Professors of Educational Leadership; and the 2016 Jay D. Scribner Mentoring Award from the University Council for Educational Administration. Her PhD is from the University of Toronto. Email: camullen@vt.edu