The SoJo Journal
Volume 6 #1-2
Brad J. Porfilio, San Jose State University
Azadeh F. Osanloo, New Mexico State 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. 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.
Number 1: Introduction to the Special Issue: Leading While Woman, Azadeh F. Osanloo, Kristine Velásquez, and Sarah J. Baker. Remotely Risky? An Exploratory Study of COVID-19 Risk-Mitigation Messaging of Female Presidents at Research-Intensive Universities, Cindy J. Reed and Lynn M. Disbrow. Coconstructing Counternarratives of African American Women Faculty Scholar-Practitioners: A Critical and Collaborative Autoethnography, Detra D. Johnson, Dessynie Edwards, and Pam Gray. Navigating the Gendered Labyrinths and Managing the Mean Girls and Queen Bees Within the Academy: A Dialogue Between Two Women Assistant Professors, Leslie Ann Locke and Sonya D. Hayes. “Be Women, Stay Women, Become Women”: A Critical Rethinking of Gender and Educational Leadership, Sarah Odell. Surveying the Labyrinth of Relationships in Academia: Testimonios From Brown Faculty, Amanda Jo Cordova, Claudia García-Louis, and Juan Manuel Niño. To Publish or Parent? Kelly D. Bradley and Carolyn Oldham. Number 2: Opposing Opt Out: Dissembling State Legislators’ Support for Standardized Testing Policy, Michael Szolowicz. Arts and Activism for All: Across the Curriculum and Beyond School Walls, Mark Abendroth.
- 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