Nana Osei-Kofi is Director of the Difference, Power, and Discrimination Program, and Associate Professor of Women, Gender, and Sexuality Studies at Oregon State University. Bradley Boovy is Associate Professor of Women, Gender, and Sexuality Studies and World Languages and Cultures and co-facilitator with Nana Osei-Kofi of the Difference, Power, and Discrimination Academy at Oregon State University.Kali Furman is a PhD Candidate in Women, Gender, and Sexuality Studies at Oregon State University writing her dissertation about the Difference, Power, and Discrimination Program.

In this critical moment that calls educators to employ social justice frameworks, cathartic creativity, and center questions of difference, power, and discrimination, Transformative Approaches to Social Justice Education amplifies and addresses critical consciousness, resistance, and resilience. This book calls for the transformation of undergraduate curricula and radical institutional change in the service of a just and equitable future. The candid classroom testimonies in this book emphasize experience as evidence and make clear and compelling connections between theory and praxis, across disciplinary boundaries. The chapters within are offered as an exigent, timely, and generous gift to all educators seeking to strengthen their pedagogical practice and commitments to institutional transformation. - Dr. Mel Michelle Lewis, Associate Professor, Sexuality Studies & Black Studies, Chair, Studio and Humanistic Studies, Co-Director, The Space for Creative Black Imagination, Maryland Institute College of Art The institution of higher education is mired in white supremacy, colonialism, and hetero-patriarchal logics, so that any instructor aspiring to advance social justice must continually commit to learning. This book, which is based on close to 30 years of lessons taken from the Difference, Power, and Discrimination (DPD) Program at Oregon State University, can assist educators in such crucial learning. Each of the book’s authors leverages the rich body of existing social justice education and illustrates how they have reimagined, in the context of DPD in concrete and practical terms, teaching and learning to not only be more inclusive, but liberatory. This book is a must-have tool for educators who are ready to do their part in the struggle for social justice. - Dr. Leslie D. Gonzales, Associate Professor and Faculty Advocate, College of Education at Michigan State University "Students are demanding universities place higher emphasis on racial justice, limitations on perceived hate-speech, and decolonising Euro-centric curricula. The book seizes on this moment and provides a plethora of thoroughly described activities and instructions for assisting educators with reframing the conception of educational norms and defaults."-John Essington, Educational Review

• Section 1 – Archives and Power: Engaging History Collaboratively; 1.Student Activism and Institutional Change: A History of the Difference Power and Discrimination Program at Oregon State University; 2. Collaborations between Professors and Archivists: Engaging Students with their Local Community History; 3. Scripting Change: The Social Justice Tour of Corvallis; Section 2 – Frameworks for Transformative Pedagogies; 4. Universal Design for Instruction and Institutional Change: A Case Study; 5. Critical Pedagogy Online: Opportunities and Challenges in Social Justice Education; 6. Peace Literacy, Cognitive Bias, and Structural Injustice; 7. From Here to There: Educating for Wholeness; Section 3 – Destabilizing Dominant Narratives; 8. "The Tree of Anger:" Queer and Trans Studies in the Difference, Power, and Discrimination Program at Oregon State University; 9. Reflections on Race/Ethnicity, Gender, and Labor in the Latinx Studies Classroom; 10. Talking About Class; 11. Teaching about Race in the Predominantly White DPD Classroom: Teacher as Text; Section 4 – Rethinking Approaches to Disciplinary Content; 12. Religious Bias, Christian Privilege, and Anti-Muslimism in the DPD Classroom; 13. ¡Sí, se puede! Teaching Farmworker Justice in the Land Grant University; 14. Listen up, STEM: We Don’t Just Teach Facts; 15."Show, Don’t Tell": Teaching Social Justice at the Source

Nana Osei-Kofi is Director of the Difference, Power, and Discrimination Program, and Associate Professor of Women, Gender, and Sexuality Studies at Oregon State University. Bradley Boovy is Associate Professor of Women, Gender, and Sexuality Studies and World Languages and Cultures and co-facilitator with Nana Osei-Kofi of the Difference, Power, and Discrimination Academy at Oregon State University.Kali Furman is a PhD Candidate in Women, Gender, and Sexuality Studies at Oregon State University writing her dissertation about the Difference, Power, and Discrimination Program.

In this critical moment that calls educators to employ social justice frameworks, cathartic creativity, and center questions of difference, power, and discrimination, Transformative Approaches to Social Justice Education amplifies and addresses critical consciousness, resistance, and resilience. This book calls for the transformation of undergraduate curricula and radical institutional change in the service of a just and equitable future. The candid classroom testimonies in this book emphasize experience as evidence and make clear and compelling connections between theory and praxis, across disciplinary boundaries. The chapters within are offered as an exigent, timely, and generous gift to all educators seeking to strengthen their pedagogical practice and commitments to institutional transformation. - Dr. Mel Michelle Lewis, Associate Professor, Sexuality Studies & Black Studies, Chair, Studio and Humanistic Studies, Co-Director, The Space for Creative Black Imagination, Maryland Institute College of Art The institution of higher education is mired in white supremacy, colonialism, and hetero-patriarchal logics, so that any instructor aspiring to advance social justice must continually commit to learning. This book, which is based on close to 30 years of lessons taken from the Difference, Power, and Discrimination (DPD) Program at Oregon State University, can assist educators in such crucial learning. Each of the book’s authors leverages the rich body of existing social justice education and illustrates how they have reimagined, in the context of DPD in concrete and practical terms, teaching and learning to not only be more inclusive, but liberatory. This book is a must-have tool for educators who are ready to do their part in the struggle for social justice. - Dr. Leslie D. Gonzales, Associate Professor and Faculty Advocate, College of Education at Michigan State University "Students are demanding universities place higher emphasis on racial justice, limitations on perceived hate-speech, and decolonising Euro-centric curricula. The book seizes on this moment and provides a plethora of thoroughly described activities and instructions for assisting educators with reframing the conception of educational norms and defaults."-John Essington, Educational Review

• Section 1 – Archives and Power: Engaging History Collaboratively; 1.Student Activism and Institutional Change: A History of the Difference Power and Discrimination Program at Oregon State University; 2. Collaborations between Professors and Archivists: Engaging Students with their Local Community History; 3. Scripting Change: The Social Justice Tour of Corvallis; Section 2 – Frameworks for Transformative Pedagogies; 4. Universal Design for Instruction and Institutional Change: A Case Study; 5. Critical Pedagogy Online: Opportunities and Challenges in Social Justice Education; 6. Peace Literacy, Cognitive Bias, and Structural Injustice; 7. From Here to There: Educating for Wholeness; Section 3 – Destabilizing Dominant Narratives; 8. "The Tree of Anger:" Queer and Trans Studies in the Difference, Power, and Discrimination Program at Oregon State University; 9. Reflections on Race/Ethnicity, Gender, and Labor in the Latinx Studies Classroom; 10. Talking About Class; 11. Teaching about Race in the Predominantly White DPD Classroom: Teacher as Text; Section 4 – Rethinking Approaches to Disciplinary Content; 12. Religious Bias, Christian Privilege, and Anti-Muslimism in the DPD Classroom; 13. ¡Sí, se puede! Teaching Farmworker Justice in the Land Grant University; 14. Listen up, STEM: We Don’t Just Teach Facts; 15."Show, Don’t Tell": Teaching Social Justice at the Source

Nana Osei-Kofi is Director of the Difference, Power, and Discrimination Program, and Associate Professor of Women, Gender, and Sexuality Studies at Oregon State University. Bradley Boovy is Associate Professor of Women, Gender, and Sexuality Studies and World Languages and Cultures and co-facilitator with Nana Osei-Kofi of the Difference, Power, and Discrimination Academy at Oregon State University.Kali Furman is a PhD Candidate in Women, Gender, and Sexuality Studies at Oregon State University writing her dissertation about the Difference, Power, and Discrimination Program.

In this critical moment that calls educators to employ social justice frameworks, cathartic creativity, and center questions of difference, power, and discrimination, Transformative Approaches to Social Justice Education amplifies and addresses critical consciousness, resistance, and resilience. This book calls for the transformation of undergraduate curricula and radical institutional change in the service of a just and equitable future. The candid classroom testimonies in this book emphasize experience as evidence and make clear and compelling connections between theory and praxis, across disciplinary boundaries. The chapters within are offered as an exigent, timely, and generous gift to all educators seeking to strengthen their pedagogical practice and commitments to institutional transformation. - Dr. Mel Michelle Lewis, Associate Professor, Sexuality Studies & Black Studies, Chair, Studio and Humanistic Studies, Co-Director, The Space for Creative Black Imagination, Maryland Institute College of Art The institution of higher education is mired in white supremacy, colonialism, and hetero-patriarchal logics, so that any instructor aspiring to advance social justice must continually commit to learning. This book, which is based on close to 30 years of lessons taken from the Difference, Power, and Discrimination (DPD) Program at Oregon State University, can assist educators in such crucial learning. Each of the book’s authors leverages the rich body of existing social justice education and illustrates how they have reimagined, in the context of DPD in concrete and practical terms, teaching and learning to not only be more inclusive, but liberatory. This book is a must-have tool for educators who are ready to do their part in the struggle for social justice. - Dr. Leslie D. Gonzales, Associate Professor and Faculty Advocate, College of Education at Michigan State University "Students are demanding universities place higher emphasis on racial justice, limitations on perceived hate-speech, and decolonising Euro-centric curricula. The book seizes on this moment and provides a plethora of thoroughly described activities and instructions for assisting educators with reframing the conception of educational norms and defaults."-John Essington, Educational Review

• Section 1 – Archives and Power: Engaging History Collaboratively; 1.Student Activism and Institutional Change: A History of the Difference Power and Discrimination Program at Oregon State University; 2. Collaborations between Professors and Archivists: Engaging Students with their Local Community History; 3. Scripting Change: The Social Justice Tour of Corvallis; Section 2 – Frameworks for Transformative Pedagogies; 4. Universal Design for Instruction and Institutional Change: A Case Study; 5. Critical Pedagogy Online: Opportunities and Challenges in Social Justice Education; 6. Peace Literacy, Cognitive Bias, and Structural Injustice; 7. From Here to There: Educating for Wholeness; Section 3 – Destabilizing Dominant Narratives; 8. "The Tree of Anger:" Queer and Trans Studies in the Difference, Power, and Discrimination Program at Oregon State University; 9. Reflections on Race/Ethnicity, Gender, and Labor in the Latinx Studies Classroom; 10. Talking About Class; 11. Teaching about Race in the Predominantly White DPD Classroom: Teacher as Text; Section 4 – Rethinking Approaches to Disciplinary Content; 12. Religious Bias, Christian Privilege, and Anti-Muslimism in the DPD Classroom; 13. ¡Sí, se puede! Teaching Farmworker Justice in the Land Grant University; 14. Listen up, STEM: We Don’t Just Teach Facts; 15."Show, Don’t Tell": Teaching Social Justice at the Source