Transformative Approaches to Social Justice Education is a book for anyone with an interest in teaching and learning in higher education from a social justice perspective and with a commitment to teaching all students. This text offers a breadth of disciplinary perspectives on how to center difference, power, and systemic oppression in pedagogical practice, arguing that these elements are essential to knowledge formation and to teaching. Transformative Approaches to Social Justice Education is structured as an ongoing conversation among educators who believe that teaching from a social justice perspective is about much more than the type of readings and assignments found on course syllabi.

Drawing on the broadest possible definition of curriculum transformation, the volume demonstrates that social justice education is about both educators’ social locations and about course content. It is also about knowing students and teaching beyond the traditional classroom to meaningfully include local communities, social movements, archives, and colleagues in student and academic affairs. 

Premised on the notion that continuous learning and growth is critical to educators with deep commitments to fostering critical consciousness through their teaching, Transformative Approaches to Social Justice Education offers interdisciplinary and innovative collaborative approaches to curriculum transformation that build on and extend existing scholarship on social justice education. Newly committed and established social justice pedagogues share their experiences taking up the many difficult questions pertaining to what it means for all of us to participate in shaping a more just, shared future.

Section 1 – Archives and Power: Engaging History Collaboratively;  1.Student Activism and Institutional Change: A History of the Difference Power and Discrimination Program at Oregon State University;   2. Collaborations between Professors and Archivists: Engaging Students with their Local Community History;  3. Scripting Change: The Social Justice Tour of Corvallis;  Section 2 – Frameworks for Transformative Pedagogies;  4. Universal Design for Instruction and Institutional Change: A Case Study;  5. Critical Pedagogy Online: Opportunities and Challenges in Social Justice Education;  6. Peace Literacy, Cognitive Bias, and Structural Injustice;  7. From Here to There: Educating for Wholeness;    Section 3 – Destabilizing Dominant Narratives;  8. "The Tree of Anger:" Queer and Trans Studies in the Difference, Power, and Discrimination Program at Oregon State University;  9. Reflections on Race/Ethnicity, Gender, and Labor in the Latinx Studies Classroom;  10. Talking About Class;  11. Teaching about Race in the Predominantly White DPD Classroom: Teacher as Text;  Section 4 – Rethinking Approaches to Disciplinary Content;  12. Religious Bias, Christian Privilege, and Anti-Muslimism in the DPD Classroom;  13. ¡Sí, se puede! Teaching Farmworker Justice in the Land Grant University;  14. Listen up, STEM: We Don’t Just Teach Facts;  15."Show, Don’t Tell": Teaching Social Justice at the Source