The SoJo Journal

Volume 2 #1

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 2016

The SoJo Journal: Educational Foundations and Social Justice Education is an international peerreviewed 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 hange and promoting equity and social justice inside and outside of K‐16 schools.


“Singing a New Scholarly Song”: Voices of the New Majority Shaping Educational Leadership Doctoral Programs for Social Justice, Jennifer Haan, Roberto Lozano, Amanda López‐Askin, and Marlene Melendez.

Telling Tales in the Field: Understanding How Educational Practitioners Determine the Credibility of Ideas About Poverty, Jennifer Ng and Phyllis Esposito.

Deconstructing Macroaggressions and Microaggressions: A Conceptual Model Promoting Sense‐Making in Education, Christa Boske, Azadeh Osanloo and Whitney Sherman Newcomb.

Introducing Novice Teachers to Corporate and Neoliberal Educational Reforms—Challenges and Opportunities, Jennifer Gale de Saxe and Gregory Smith.

Reconceptualizing Context and Complexity in Teacher Education: Learning Teaching as an Interpretive Process, Connor K. Warner, Kindel Turner Nash, Rhianna Thomas, Clare Bell, Ekaterina Strekalova‐Hughes, Leah Panther, and Julia Atiles.

Is This Reflection? Examining Reflective Discourse in Teacher Education Standards and Performance Assessments, Brandon L. Sams and Jeanne Dyches Bissonnette.