The SoJo Journal

Volume 5 #1

Edited by:
Brad J. Porfilio, California State University, Stanislaus
Azadeh F. Osanloo, New Mexico State 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 2019

The SoJo Journal: Educational Foundations and Social Justice Education is an international, peer-reviewed journal of educational foundations. San Jose State University 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 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 brings 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.

The SoJo Journal: Educational Foundations and Social Justice Education’s audience is K–12 teachers, K–12 teacher educators, educational leaders, social activists, political economists, and higher education personnel across the globe. The journal is marketed to Educational Foundation, Teacher Education, and Educational Leadership programs, which have embraced the intellectual work of the various editorial members.

CONTENTS

Introduction: Special Issue—Commodification, Wm. Gregory Harman and T. Jameson Brewer.

Disemboweling Education: Killing Living Labor With Technocratic Commodification, Matthew J. Hayden.

Teaching by the Numbers: The Indoctrinating Rhetoric of a New “Graduate School” of Education, Katie Nagrotsky.

Schooling as Reform: Consolidation and Commodification, Wm. Gregory Harman.

The Disruptive Potential of Humanizing Literacy Pedagogies in Elementary Teacher Education, Kristine M. Schutz, Rebecca Woodard, Amanda R. Diaz, and William L. Peek.

Paths of Liminal Resistance: Rehumanizing Local Practice in Embordered Spaces, Laura M. Jewett and Krystal A. Yanez Medrano.