ERIC Number: ED671622
Record Type: Non-Journal
Publication Date: 2024
Pages: N/A
Abstractor: As Provided
ISBN: 979-8-88730-724-4
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Justice, Equity, Diversity, and Inclusion in Education: School-University-Community Research. Current Perspectives on School/University/Community Research
R. Martin Reardon, Editor; Jack Leonard, Editor
IAP - Information Age Publishing, Inc.
As Dr. Martin Luther King, Jr. intimated in his speech in the National Cathedral (March 31, 1968), there is sense of moving towards--of journeying--rather than arriving in the context of justice (and, I would add, equity, diversity, and inclusion). We who embark on this journey are incomplete--not fully formed, despite our amazing competence in so many ways. We are travelers in the fashion of the figure in Catalano's KHADINE sculpture, gazing unfazed on a world of superlative human achievements, clasping our bag firmly in one hand even though there is something missing in our core. In fact, as in KHADINE, our bag holds us together individually but, in relationship to our fellow travelers, our baggage holds us apart.
Descriptors: Diversity Equity and Inclusion, Social Justice, Family Involvement, Cultural Awareness, Cultural Maintenance, Partnerships in Education, Theory Practice Relationship, Equal Education, Educational Policy, School Community Relationship, School Districts, Board of Education Role, Teacher Attitudes, Power Structure, Higher Education, Leadership, Students with Disabilities, Barriers, LGBTQ People, College School Cooperation, Culturally Relevant Education, At Risk Students, Elementary Secondary Education
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com
Publication Type: Books; Collected Works - General
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A