The SoJo Journal

Volume 1 #1

Edited by:
Brad J. Porfilio, Seattle University

A volume in the series: The SoJo Journal. Editor(s): Brad J. Porfilio, Seattle University.

Published 2015

The SoJo Journal: Educational Foundations and Social Justice Education is an international peer-reviewed journal of educational foundations. The Department of Educational Leadership at California State University, East Bay, whose mission is to prepare and influence bold, socially responsible leaders who will transform the world of schooling, hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy‐analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal education.

The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international, Foundations of Education journal. For instance, three of the leading journal in Education Foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it will bring together scholars and practitioners from disciplines outside of Educational Foundations, who are equally committed to social change and promoting equity and social justice inside and outside of K‐16 schools.

CONTENTS
CONTENTS
Volume 1, Issue 1, 2015

Editor’s Corner—Keeping Critical Scholarship Alive in Stark Times: An Intellectual Commitment to Social Justice, Equity, and Educational Foundations, Brad J. Porfilio

ARTICLES
From Paradigm Wars to Transformative Leadership: Can Educational Administration Foster Socially Just Schools? Carolyn M. Shields

Neoliberalism and the Teaching of English Learners: Decentering the Teacher and Student Subject, Adrian D. Martin and Kathryn J. Strom

Recognize, Resist, and Reconstitute: An Ecocritical Conceptual Framework, John Lupinacci and Alison Happel-Parkins

The “Cynical Recklessness” of Capital: Machinery, Becoming, and Revolutionary Marxist Social Studies Education, Curry Malott and Derek R. Ford

Brothers Gonna Work It Out: African American Males’ Perceptions of Manhood, Jennifer Esposito, Miles Anthony Irving, Michael Bartone, Brian Harmon, and Romero Stokes

Heliaki: Transforming Literacy in Tonga Through Metaphor, Kevin Smith

Family Literacy Initiatives: Relocating Power, Katherine Becker and Libbi Miller

Neoliberalism and the New Common Sense in Education: A Marxist Critique, Dave Hill, Faith Agostinone-Wilson, and Lilia D. Monzó

BOOK REVIEW
The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. New York, Routledge, by P. Lipman Reviewed by Zane Wubbena