The SoJo Journal

Volume 7 #1

Edited by:
Brad J. Porfilio, California State University, Stanislaus
Azadeh F. Osanloo, New Mexico State University
Brandon Edwards-Schuth, Washington 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 2021

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
An Asian American Teacher’s Antiracist Pedagogy Disrupting the Racial Contract as Ideology of Educational Expectations, Daniel D. Liou and Leticia Rojas. Talking Race: The Role of Risk-Taking in Activist Teachers’ Collaborative Learning, Rhiannon M. Maton. The Invisible Labor of Diversity Educators in Higher Education, Sosanya M. Jones and Chad Kee. Book Review: A Collection of Christine Sleeter Works, Ruchi Agarwal-Rangnath. Author Biographical Data.