Since their inception, schools in the United States, as a reflection of society, have been unjust, meaning that they have privileged the identities, experiences, and perspectives of certain groups, namely those who hold Anglo-American identity. The nation's founding documents, laws, and court decisions have codified imperialist white supremacist capitalist cis-hetero patriarchy, a term put forth by influential Black feminist thinker bell hooks to express the broad, interlocking system of domination that oppresses individuals based on a myriad of socio-cultural identities.
Guided by this concept, Part I of Reimagining Educational Justice in the Face of Opposition examines the ways marginalized people worked to establish justice by eradicating racism, sexism, heterosexism, xenophobia, and more. The activism, or tree planting, by these justice workers led to reforms in society and schools but did not result in transformation that leads to liberation for all. Still, the progress toward liberation they ushered in has been thwarted by Trump conservatives who fear an egalitarian society that no longer privileges whiteness. Their bans on what they call critical race theory (CRT), diversity, equity, and inclusion (DEI), and "woke" schooling have led to a blighting of the fruit produced by the trees that justice workers planted. Part II of this book delves into the blighting and the ideologies behind it.
Many justice workers in education are seeking direction. In Part III, readers learn why the 6 Is- introspection, inclusivity/intersectionality, insurgence, institutionalization, and imagination--are critical to advancing educational justice for all in a climate of violent opposition. Reimagining Educational Justice in the Face of Opposition summons readers to a united, inclusive movement for educational justice.
