The SoJo Journal

Volume 1 #2

Edited by:
Brad J. Porfilio, Seattle University

A volume in the series: The SoJo Journal. Editor(s): Brad J. Porfilio, California State University, Stanislaus. Azadeh F. Osanloo, New Mexico State 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.


Introduction: Education and the Right to the City, Derek R. Ford, Christina Convertino, and Laura Jordan Jaffee

Scaffolding Lefebvre’s “Cry” and “Demand”: Educational Spaces, Praxis, and The Right to the City, Peter Hossler and Zachary Casey

Claiming the Right to the City Through Intergroup Dialogue: The Tools for Social Change Initiative in Geneva, NY, Rodman King, Khuram Hussain, and Jeremy Wattles

Mapping the Hidden Curriculum of the Global City: From Bogotá to Berlin, Julie Ficarra, Kate Cottrell, Sophia Burton, and Kelly Miller

Horizontal Pedagogy in Occupy Wall Street: Operationalizing Andy Merrifield’s Theory of the Encounter, David I. Backer

Critical Digital Literacies, Educational Reform, and Urban Teachers’ Right to the City, George Boggs and Trevor Stewart

Regenspan, B. (2014). Haunting and the Educational Imagination. Springer. Reviewed by Kelsey John