A group of multiethnic scholars and practitioner researchers explore concepts of
teaching for social justice and preparing teachers to work towards social justice in
schools and communities. The objectives of this book are to 1. present different
perspectives on the preparation of teachers for social justice work; 2. contribute to
the existing literature on social justice; 3. provide pedagogical implications and
suggestions for teacher education programs that want to incorporate social justice
into their preparation courses. This volume is intended for an audience of
researchers in education and students in advanced undergraduate and graduate
courses.