Steve Bannon I mean to my to my delight 00:25:29 and horror read an entire section of my book team human aloud on war room pandemic and it was a section of the book that I looked at and I still there's nothing I can really change in it to defend it from being used in that 00:25:42 context

At the same time, the vision of a good life for all integrates our in-dividual pursuit of this goal with an immediate concern for others.In other words, we can enjoy and exercise freedoms only to the extentthat doing so does not impinge on others. Achieving this vision under-lines both the crucial role of freedom but also the necessity of limitsfor this freedom to exist. Thereby, pursuing the vision of a good lifefor all has the potential of bridging current political divides, as it is avision that all people can adhere to.

11/30 Youth Collaborative

Survived & Punished (S&P) is a national coalition that  includes survivors, organizers, victim advocates, legal advocates and attorneys, policy experts, scholars, and currently and formerly incarcerated people. S&P organizes to de-criminalize efforts to survive domestic and sexual violence, support and free criminalized survivors, and abolish gender violence, policing, prisons, and deportations

Source: De Agostini Picture Library / Getty

I created a social justice metaphor library to help explain concepts like why you can't just create a "level playing field" without acknowledging the economic impacts of history (see, even saying it like that is complicated).

The incontestable principle of inclusion drove the changes, which smuggled in more threatening features that have come to characterize identity politics and social justice: monolithic group thought, hostility to open debate, and a taste for moral coercion.

By focusing on the condition of the looking glass, Joyce suggests the artist does not start his work with a clean slate. Rather there is considerable baggage he or she must overcome. This baggage might include colonial conditions or biased assumptions. Form and context influence content.

Privilege

Clark based his book selection framework on a social justice curriculum, and it consists of four components: identity, respect, justice, and action, which build on each other. “When we were evaluating books, we would try to find books that fell into one of those four categories,” he said, noting that the majority of considered titles landed in the identity group “because we want young people to develop a sense of who they are and to see themselves.” According to Clark, “if young people have a strong sense of who they are, then respect enters in, meaning that they respect other people and they respect different perspectives and points of view. And when you have identity and respect, children are better able to identify instances of injustice, thereby wanting to see justice.” And lastly, “action,” the fourth element of the framework, Clark said, “gives young people suggestions or examples of things that they can do to take action when they see injustice.”

This episode represents a pattern in the letters, wherein it is white students who are “woker” than their Black classmates, neatly demonstrating the degree to which this new religion is more about virtue signaling than social justice.

I’ve been thinking about that a lot, about how we can’t cover sports right now, or ever, as an individual and separate thing because sports are the gift we get for making our society as just and fair as possible. Right now, we’re seeing that multiplied a hundred times, because you have athletes who are feeling the urgency and have the power to come out and say what they believe politically. ESPN was saying just a few years ago that they wouldn’t cover politics at all. Now there’s no choice there. It’s been made really clear by the athletes, the people who play the sports, that they don’t want that distinction there themselves. So, who are we to decide that it must be imposed?

Food should be a vehicle for social justice, but oftentimes when we have panel conversations and conferences, nothing comes out of it because there aren't any implementation resources. People have this enlightened conversation, but then they leave. How do we actively combat that?

Though the presence of conflict in socially just design may seem like an impediment, it is actually a healthy sign that a project is tackling topics worthy of debate. This is especially true for marginalized people, who have “interests in asking questions [about power, oppression, and inequality], and dominant groups have interests in not hearing them” [3].

Social justice education does not merely examine difference or diversity but pays careful attention to the systems of power and privilege that give rise to social inequality, and encourages students to critically examine oppression on institutional, cultural, and individual levels in search of opportunities for social action in the service of social change.

include student empowerment, the equitable distribution of resources and social responsibility, and her processes to include democracy, a student-centered focus, dialogue, and an analysis of power.

This aspect has led some to claim practitioner research shares many qualities of social movements (e.g., Campano, 2009; Cochran-Smith & Lytle, 2009).

For literacy educators, consciousness of inequality is only the starting point for resistance, a basis for asking more immediatequestions: What happenswhen literacy classrooms are sites of activism? How do teachers work within and against the systems they are a part of to disrupt or challenge ideologies of social reproduction through the literacy curriculum? How does this involve more capacious understandings of the literate practices students bring to schools? What are the challenges teacher activists face when they strive to work within and against an educational system that is structured around normal curve ideologies? How might we re-envision the variance of student potentials, in a way that is not organized around a hierarchy of academic ability or essentialized notions of intelligence?

Today, I had the privilege of speaking on a panel at the Comparative and International Education Society’s Annual Conference with representatives of two open education projects that depend on Creative Commons licenses to do their work. One is the OER publisher Siyavula, based in Cape Town, South Africa. Among other things, they publish textbooks for use in primary and secondary school in math and science. After high school students in the country protested about the conditions of their education – singling out textbook prices as a barrier to their learning – the South African government relied on the Creative Commons license used by Siyavula to print and distribute 10 million Siyavula textbooks to school children, some of whom had never had their own textbook before. The other are the related teacher education projects, TESSA, and TESS-India, which use the Creative Commons Attribution Share-Alike license on teacher training materials. Created first in English, the projects and their teachers rely on the reuse rights granted by the Creative Commons license to translate and localize these training materials to make them authentic for teachers in the linguistically and culturally diverse settings of sub-Saharan Africa and India. (Both projects are linked to and supported by the Open University in the UK, http://www.open.ac.uk/, which uses Creative Commons-licensed materials as well.) If one wakes up hoping to feel that one’s work in the world is useful, then an experience like this makes it a good day.

Universal education is now widely viewed as one of the basic requirements for a modern society and it serves as a chief catalyst for socio-economic and personal development.

While Silvia and Irene are in a very different place from Lacey, in that they are able to work and attend college, respectively, at this point in their lives, they and their children are still at risk

“The purpose of education, finally, is to create in a person the ability to look at the world for himself, to make his own decisions… What societies really, ideally, want is a citizenry which will simply obey the rules of society. If a society succeeds in this, that society is about to perish. The obligation of anyone who thinks of himself as responsible is to examine society and try to change and fight it – at no matter what risk. This is the only hope that society has. This is the only way societies change.” — James Baldwin, “A Talk to Teachers,” 1963

On social media, the country seems to divide into two neat camps: Call them the woke and the resentful. Team Resentment is manned—pun very much intended—by people who are predominantly old and almost exclusively white. Team Woke is young, likely to be female, and predominantly black, brown, or Asian (though white “allies” do their dutiful part). These teams are roughly equal in number, and they disagree most vehemently, as well as most routinely, about the catchall known as political correctness.

they can develop a action plan to communicate change

The way we approach digital learning is to try to think of using technology as a tool to enhance both the art and social justice.

“The role of the teacher is not to deposit bits and bytes of knowledge into students. Rather, teachers must recognize their role as one as one of mentor, even peer, on the journey towards greater justice in society,” the pair write.

Diversity and Inclusion vs. Equity and Social Justice

Open Pedagogy and Social Justice

In response to a social action movement led by students concerned about both the cost and relevance of learning resources

“Social justice” is a phrase I’m hearing more and more from teachers as they consider adopting OER into their teaching.

“Our whole reason for doing this is a social justice reason,” he said. The organization wants to make high-quality material available for free to all students.

At some dark day in the future, when considered versus the Google Caliphate, the NSA may even come to be seen by some as the “public option.” “At least it is accountable in principle to some parliamentary limits,” they will say, “rather than merely stockholder avarice and flimsy user agreements.”

I have used the bibliographies to conduct my own research in the area of cataloging assessment, and the social justice bibliography has helped me with a project I’m working on to examine video classification practices.

Censorship has never contributed to the cause of social justice; throughout history it has invariably been on the side of totalitarianism and repression.

This is important. It means that someone is mixing their public comments related to both their personal views and their work. Effectively, you could say that one is being used to bootstrap an audience for the other. This means that you can't separate these issues by the medium in which they are placed because people are actively mixing their personal and professional speech and benefiting from it in one context while avoiding accountability in the other context.

But these features also make it ripe for conflict between sex worker activists and anti-trafficking activists who oppose sex work. One of the most frequent attacks on Twitter is that these activists are pimps pretending to be sex workers. This argument defeminizes sex workers into the masculine identity of a pimp and paints them as co-conspirators in trafficking. It’s a form of gendered shaming against female-identified sex workers that pits them over and against victimized women and girls