Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education (2012) by Özlem Sensoy and Robin DiAngelo
Bibliographic record
Abstract
Public discourse surrounding such events as the Syrian refugee crisis and 2016 United States presidential election, highlight a continuing need for educators to provide pedagogical spaces for critical conversation about contemporary global issues.These educative efforts can be complicated by gaps in students' knowledge of current events, media literacy, and critical vocabulary needed to query systemic and ideological underpinnings of persistent patterns of violence and oppression.Educators seeking a course textbook that introduces discourses of critical social justice literacy can find an encouraging resource in Is Everyone Really Equal?An Introduction to Key Concepts in Social Justice Education by zlem Sensoy and Robin DiAngelo.This volume is an addition to the Teachers College Press Multicultural Education Series, edited by James E. Banks.A wide range of students, including high school seniors, undergraduates, and pre-service teachers will find it a challenging introduction to key social justice issues and concepts.Sensoy and DiAngelo open with a discussion of critical thinking and critical theory, the pedagogical and theoretical anchors for conceptual explorations in subsequent chapters."To think critically," they write, "means to continuously seek out information that lies beyond our commonsense ideas about the world" (p. 2) and to inform oneself of the historical and cultural contexts of knowledge and socialization.Readers are encouraged to move beyond anecdotal and "popular knowledge" (p.9) to a critical examination of the social construction of knowledge and positionality.For educators steeped in critical theory and anti-oppressive teaching strategies, this call can seem obvious.However, given the authors' extensive teaching experience and encounter with resistance to social justice approaches across a broad range of public schools, private institutions, and postsecondary degree programs, they prudently make no assumptions about readers' initial critical orientations.In Chapters 3 through 8, Sensoy and DiAngelo discuss several major social justice concepts, which include prejudice and discrimination, oppression and power, privilege, invisible or institutional oppression-specifically sexism-and racism.These core chapters include boxed side notes explaining relevant vocabulary and perspective check points, alerting readers to the authors' particular point of view of a given passage and acknowledging the importance of multiple perspectives inherent to any dialogue.Each thematic chapter ends with discussion questions for further reflection on the authors' arguments, suggestions for extra activities, ideas for further reading, writing, film/media viewing, and action projects, which are easily adaptable 226
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.022 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.014 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".