Minding the Marginalized Students Through Inclusion, Justice, and Hope

Jose W. Lalas has been involved in teacher education for 32 years as a faculty in both public and private universities. Prior to his teacher education experience, Jose has been a junior high school teacher. He has served as an associate dean, director of teacher education, and coordinator of the teaching credential program. Currently, he is Professor of Literacy and Teacher Education and directs the University of Redlands’ Center for Educational Justice. He continues to serve as a school board member in Corona-Norco Unified School District for 25 years.Heidi Luv Strikwerda has been involved in education for 15 years as a teacher, administrator, and adjunct professor at the University of Redlands. She is a research-based intellect and is a passionate advocate in making equitable changes for all students. Heidi Strikwerda completed her Ed.D. in Leadership for Educational Justice at the University of Redlands. Her research is ground-breaking and needed immensely in education, as she has theoretically and pragmatically made hope visible.

• Chapter 1. Introduction Mind the Margins: There is No Teaching Without True Equity; Jose W. Lalas and Heidi Luv Strikwerda PART: I ADDRESSING ALL THOSE WHO ARE DEEMED TO BE ON THE MARGINS Chapter 2. Viewing Language as Property: A Critical Reimagination of Teaching English Learners; Jose W. Lalas and Heidi Luv Strikwerda Chapter 3. Attacking the Wealth Gap and Correlating Achievement Gap for Children Living in Poverty Through Critical Determination; Chris Jackson and Heidi Luv Strikwerda Chapter 4. Social Justice Pedagogy for Teacher of Children Living in Poverty; Angela Macias Chapter 5. Preparing for Powerful Progress: Ensuring Equity When Supporting Black Students; Nicol R. Howard and Keith E. Howard Chapter 6. On the Margins of the Margins: Teaching Teachers Inside Juvenile Hall; Brian CharestPART II: MEETING THE NEEDS OF MARGINALIZED STUDENTS THROUGH TEACHER PREPARATION PROGRAMS Chapter 7. Inclusive Teaching Requires Inclusive Lesson Planning; Jessica Tunney and Amy Hanreddy Chapter 8. Universal Design vs. Differentiated Design: A Conversation About Equality; Marni E. Fisher and Kimiya Sohrab Maghzi Chapter 9. Foster Placement, Ethnic Minority, and Dis/ability: Intersectional Formative Childhood Experiences; Kimiya Sohrab Maghzi and Marni E. Fisher Chapter 10. Intersectional Agility in Teacher Education: Critical Reflections on Co-Teaching in an Integrated Dual Credential Program; James O. Fabionar and Suzanne Stolz PART III: MINDING THE MARGINS: INTERNATIONAL CONTEXT Chapter 11. Disrupting the Status Quo: A Socially Just Education for Australia’s First Nations Boys; Grace O Brien Chapter 12. Participatory Policy Formulation on Indigenous Peoples Education in the K to 12 Basic Education Program in the Philippines; Dina Joana Ocampo, Rozanno Rufino, and Junette Fatima Gonzale Chapter 13. Criticality Across Topics: Making Classrooms as Democratic Spaces for Teachers as Cultural Workers (Martial Law Conversations in the Philippines); Jose W. Lalas PART IV: CONCLUSIONS: MINDING THE MARGINS ACROSS CONTEXTS Chapter 14. “Our time is now”: Education for Humanization and the Fight for Black Life; Patrick Roz CamangianChapter 15. Educators as Agents of Hope: Hopeful Possibilities Found in Hopeless Realities (Biomythography); Heidi Luv Strikwerda