The SoJo Journal
Volume 1 #2
Brad J. Porfilio, Seattle University
A volume in the series: The SoJo Journal. Editor(s): Brad J. Porfilio, San Jose State University. Azadeh F. Osanloo, New Mexico State University.
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,
Critical Digital Literacies, Educational Reform, and Urban Teachers’ Right to the City, George Boggs and Trevor StewartBOOK REVIEW
Regenspan, B. (2014). Haunting and the Educational Imagination. Springer. Reviewed by Kelsey John
- EDU000000 - EDUCATION: General
- EDU032000 - EDUCATION: Leadership
- EDU029040 - EDUCATION: TEACHING METHODS & MATERIALS: Social Science
- Engaging Black Men in College Through Leadership Learning
- Equity & Access An Analysis of Educational Leadership Preparation, Policy & Practice
- Faculty Peer Coaching in Higher Education Partnerships to Support Improved Instructional Practices
- Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach World Religions
- Lift Every Voice Radford University Teacher Education Students
- Out of Turmoil Catalysts for Re-learning, Re-Teaching, and Re-imagining History and Social Science
- Supporting Leaders for School Improvement Through Self-Care and Wellbeing