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<p>List of Tables and Exhibits ix</p> <p>Foreword xiii</p> <p>Preface xvii</p> <p>Acknowledgments xxvii</p> <p>About the Authors xxxi</p> <p>1. Uncovering Epistemology: Frameworks Supporting a Change Agenda 1</p> <p>2. A Toolkit for Understanding a Social Justice Paradigm 19</p> <p>3. From Wealthy White Landowners to Affirmative Action to Proposition 209 to Grutter v. Bollinger: A Short History of Social Justice and Injustice in Higher Education 51</p> <p>4. Critical Pedagogy: The Foundation of Social Justice Educational Practice 83</p> <p>5. Situating the Self: Barriers to and Strategies for Effective Social Justice Education 103</p> <p>6. Media Literacy 129</p> <p>7. Disrupting Organizational Practices to Empower People 151</p> <p>8. Strategies for Reinvigorating Social Justice in Higher Education 171</p> <p>References 199</p> <p>Name Index 225</p> <p>Subject Index 231</p>

<p>THE AUTHORS <p><b>TRACY DAVIS</b> is a professor in the Department of Educational and Interdisciplinary Studies at Western Illinois University, where he also coordinates the College Student Personnel Program. In 2011 he began serving as director of the newly established Center for the Study of Masculinities and Men's Development. <p><b>LAURA M. HARRISON</b> is an assistant professor in the Counseling and Higher Education Department at Ohio University. She has served as associate dean of students, Women's Community Center director, resident fellow, and instructor in feminist studies at Stanford University.

<p><b>Tools and strategies to foster transformative change for social justice</b> <p>Many believe that social justice education is simply the new politically correct term for diversity-focused intervention or multiculturalism. The true definition, however, is more complex, nuanced, and important to understand. Higher education today needs clarity on both the concept of social justice and effective tools to successfully translate theory into practice. In <i>Advancing Social Justice: Tools, Pedagogies, and Strategies to Transform Your Campus</i>, Tracy Davis and Laura M. Harrison offer educators a clear understanding of what social justice is, along with effective practices to help higher education institutions embrace a broad social justice approach in all aspects of their work with students, both inside and outside of the classroom. <p>Theoretical, philosophical, and practical, the book challenges readers to take a step back from where they are, do an honest and unvarnished assessment of how they currently practice social justice, rethink how they approach their work, and re-engage based on a more informed and rigorous conceptual framework. <p>The authors begin by clarifying the definition of social justice as an approach that examines and acknowledges the impact of institutional and historical systems of power and privilege on individual identity and relationships. Exploring identity devel-opment using the critical lenses of history and context, they concentrate on ways that oppression and privilege are manifest in the lived experiences of students. They also highlight important concepts to consider in designing and implementing effective social justice interventions and provide examples of effective social justice education. Finally, the book provides teachers and practitioners with tools and strategies to infuse a social justice approach into their work with students and within their institutions.

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