Titlebook: Narratives of Social Justice Educators; Standing Firm Shirley Mthethwa-Sommers Book 2014 The Author(s) 2014 Beverly Daniel Tatum.Cathy Poha

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Social Justice Educators,ants toward social justice education and provides rationale as why the participants were selected to participate in the study. The chapter answers the questions: Is there a certain disposition to social justice education? What made these social justice educators choose to do the work they do? What a

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Personal Influences,ng their identities as social justice educators. It shows a wide range of family compositions in terms of social class, race, religion, beliefs, and values. The chapter highlights that one does not have to be raised by social justice oriented parents or family members to become a social justice educ

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Positionality Influences,ationality, sexuality, and ability/disability, influenced social justice educators to engage in social justice work. The chapter answers questions that are rarely posed in teaching such as how does your positionality color the lens with which you view the world? How does the world view you based on

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Influences from the Field, they made to educate for social justice. The participants discuss the impact of individual teachers and professors, the field in which they work, and exposure to specific curricula and readings that ignited their interest in educating for social justice. Most significantly, this chapter shows that

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Fluidity of Perspective,e born disinclined toward social justice education; however, personal and professional experiences, and social and global events led to their consciousness about social injustices in general and particularly in education. Their narratives reveal that elevation of consciousness led to a deliberate ef