journey to social justice

From Marginalization to Empowerment: The Journey of Social Justice

The journey of social justice.

Social justice is the idea that every individual deserves equal rights and opportunities, regardless of their background or identity. However, the journey towards achieving social justice has been long and challenging, with marginalized communities facing discrimination and exclusion for centuries. In this article, we will explore the journey of social justice and how marginalized communities have moved towards empowerment.

Table of Contents

Marginalization of Communities

Marginalization refers to the process of being pushed to the margins or periphery of society. It is a process of exclusion where certain communities are denied access to resources, opportunities, and basic rights. Marginalized communities can be defined by factors such as race, ethnicity, gender, sexual orientation, religion, disability, or socioeconomic status.

One of the most significant examples of marginalization is the treatment of African Americans in the United States. For centuries, African Americans were denied basic human rights and treated as inferior to white Americans. This discrimination was enshrined in law, with the Jim Crow laws enforcing racial segregation and denying African Americans access to education, housing, and employment opportunities.

Marginalization can also be seen in the treatment of women in many societies. Women have been denied access to education, employment opportunities, and basic rights such as the right to vote. They have also faced sexual harassment and assault, with many perpetrators going unpunished.

The journey of social justice has been a long one, with marginalized communities fighting for their rights and empowerment. This fight has taken many forms, from civil rights movements to social media campaigns.

Civil Rights Movement in the United Stat es

The civil rights movement in the United States was a major turning point in the journey towards social justice. The movement, led by figures such as Martin Luther King Jr., aimed to end racial segregation and discrimination against African Americans. The movement used tactics such as protests, boycotts, and civil disobedience to raise awareness and pressure lawmakers to pass civil rights legislation.

The Civil Rights Act of 1964 was a major victory for the civil rights movement, outlawing discrimination based on race, color, religion, sex, or national origin. The act also ended racial segregation in schools, workplaces, and public places.

Women’s Rights Movement

The women’s rights movement has also been a significant force in the journey towards social justice. The movement, which began in the late 19th century, aimed to secure equal rights for women, including the right to vote and access to education and employment opportunities.

The movement achieved a major victory with the passage of the 19th Amendment to the US Constitution in 1920, which gave women the right to vote. The movement also led to changes in laws and policies, such as the Equal Pay Act of 1963, which aimed to end gender-based wage discrimination.

LGBTQ Rights Movement

The LGBTQ rights movement has also played a significant role in the journey towards social justice. The movement, which began in the 1960s, aimed to secure equal rights and protections for LGBTQ individuals, including the right to marry and protections against discrimination.

The movement achieved a major victory with the Supreme Court’s decision in Obergefell v. Hodges in 2015, which legalized same-sex marriage in all 50 states. The movement has also led to changes in laws and policies, such as the Employment Non-Discrimination Act, which aimed to protect LGBTQ individuals from employment discrimination.

Social Media Campaigns

Social media has also played a significant role in the journey towards social justice. Social media campaigns have raised awareness of issues such as police brutality, sexual harassment, and discrimination.

The #MeToo movement, which began in 2017, aimed to raise awareness of sexual harassment and assault, particularly in the workplace. The movement gained widespread attention on social media, with people sharing their stories of harassment and assault using the

hashtag #MeToo. The movement led to increased awareness of the issue and sparked a global conversation about sexual harassment and assault.

Similarly, the Black Lives Matter movement, which began in 2013, aimed to raise awareness of police brutality against Black individuals. The movement gained widespread attention in 2020 following the killing of George Floyd, which sparked protests and demonstrations around the world. The movement has led to increased awareness of police brutality and systemic racism, and has sparked conversations about how to address these issues.

Empowerment of Marginalized Communities

The journey towards social justice has not been easy, but marginalized communities have made significant progress towards empowerment. Empowerment refers to the process of gaining control over one’s life and making decisions that affect one’s life and community.

One example of empowerment is the rise of women in leadership roles. Women have made significant progress in breaking through the glass ceiling and occupying positions of power and influence. In 2021, Kamala Harris became the first female vice president of the United States, a significant milestone in the journey towards gender equality.

Similarly, the LGBTQ community has made significant progress towards empowerment. LGBTQ individuals are now able to marry and enjoy the same legal protections as heterosexual couples. LGBTQ individuals have also made significant progress in visibility and representation in the media and popular culture.

Table: Examples of Marginalized Communities and Their Empowerment

The journey towards social justice has been long and challenging, but marginalized communities have made significant progress towards empowerment. Civil rights movements, social media campaigns, and legal victories have all contributed to this progress. However, there is still much work to be done to ensure that every individual has equal rights and opportunities, regardless of their background or identity. By continuing to fight for social justice, we can create a more just and equitable society for all.

Christa Rose Avampato is a versatile author known for her captivating narratives and thought-provoking insights. With a passion for diverse genres, she weaves rich experiences into her writing, creating vivid characters and compelling storylines.

Share this post

• Google News

Social Justice in Focus: A Comprehensive Guide to Principles and Practices

In a world of increasing interdependence and diversity, achieving social justice has become more important than ever.

In fact, it’s estimated that 45% of people in OECD-developed countries, including the United States, United Kingdom, Australia, and Canada, believe that their governments should be doing more to promote social justice (Diversity for Social Impact, 2023).

But what is social justice, and why does it matter in today’s society? Let’s delve into these questions.

Social justice is more than just a buzzword or an abstract ideal. It is a tangible, measurable concept that has significant implications for individuals, communities, and societies worldwide. It touches on every aspect of our lives, from the economy and politics to education and health.

It affects how we relate to each other, how we work, and how we live. Understanding social justice and striving for it is not just the right thing to do – it’s crucial for the health and sustainability of our global society.

Defining Social Justice

The scope of social justice, social justice in action, what is the role of individuals, organizations and governments in archiving social justice, the impact of social justice, challenges to achieving social justice, strategies and recommendations, social justice trends and predictions.

If we were to view society as an orchestra, social justice would be the harmonious sound produced when each instrument, or individual, is able to play their part without hindrance or disadvantage. In more concrete terms, social justice is the fair and equal distribution of resources and opportunities within a society. It is about ensuring that every individual, regardless of their race, gender, age, or socioeconomic status , is treated with dignity, has their rights respected, and is able to participate fully in society.

There are four key principles that underpin social justice: equality, fairness, rights, and participation.

Equality is about ensuring that everyone has an equal shot at success. This doesn’t mean making everyone the same, but rather, acknowledging and respecting differences and ensuring that these differences do not lead to discrimination or disadvantage.

Consider the different needs of individuals in a classroom: while one student might excel in a traditional learning environment, another might need additional support or alternative teaching methods. Equality is about recognizing and catering to these individual needs, ensuring that each student has the same opportunities to learn and succeed.

Fairness , on the other hand, relates to the distribution of resources and opportunities. This means that everyone should have access to the basic goods and services they need to live a decent life, regardless of their circumstances. Imagine a line of people of varying heights trying to watch a concert over a fence.

Giving each person the same size box to stand on may be equal, but it isn’t fair, as the shorter individuals still won’t be able to see. Fairness involves giving each person a box that is the right size for them, so they can all enjoy the concert equally.

The principle of rights involves recognizing and respecting the inherent rights of all individuals. This means treating everyone with dignity and respect, and ensuring that everyone has the right to live free from discrimination, abuse, and violence. It also means ensuring that everyone has the right to express their opinions, to associate freely with others, and to participate in public life.

Finally, participation is about ensuring that everyone has a voice and can participate in the decisions that affect them. This includes everything from voting in elections to participating in community meetings, or having a say in workplace policies. Participation is about more than just having a voice – it’s about having that voice heard and respected.

The concept of social justice has evolved over the centuries, shaped by social movements, philosophical ideas, and societal changes. Today, it is recognized as a key aspect of human rights and sustainable development. Despite the progress that has been made, however, there is still much work to be done.

Social justice isn’t confined to any one sector or area of life. It intersects with and permeates all parts of our society, including our educational system, healthcare institutions, workplaces, and environmental policies.

In the realm of education , for example, social justice entails equal access to quality learning for all students, regardless of their backgrounds. It’s about ensuring that children from low-income families have the same opportunities to succeed as their more affluent peers.

One instance is the Australian Gonski reforms, which in 2022 redistributed educational funding based on individual student needs, resulting in a significant improvement in the educational outcomes for disadvantaged students.

Healthcare is another sector where social justice plays a crucial role. It involves removing barriers that prevent people from accessing the care they need and promoting health equity.

In the UK, the National Health Service (NHS) stands as a testament to this principle. As a publicly funded healthcare system, it ensures that medical treatment is available to all, irrespective of their financial capabilities.

The world of work too, is greatly influenced by social justice principles. These principles guide the push for equal pay, workplace diversity, and against discrimination.

For instance, companies in the G7 countries have been making significant strides in closing the gender pay gap . The gender pay gap in Japan decreased by 1% in 2022 as a result of rigorous government policies and corporate commitment.

Finally, environmental justice , a component of social justice, focuses on the fair treatment and involvement of all people in environmental policies and practices, regardless of race, color, or income.

A striking example is the Paris Agreement, which recognizes the disproportionate impact of climate change on vulnerable countries and calls for a fair distribution of responsibilities and burdens.

To better grasp the impact of social justice, let’s explore some successful initiatives worldwide.

In Canada , the Truth and Reconciliation Commission stands as a powerful testament to social justice in action. Established in response to the horrific legacy of residential schools for Indigenous children, the Commission was instrumental in unveiling the truth about these schools, leading to public apologies, reparations, and policy changes to prevent such injustices in the future.

In New Zealand , the “Whānau Ora” (Family Health) policy is an innovative social justice approach to healthcare. This policy aims to empower New Zealand’s Indigenous Māori communities by focusing on community strengths and potential and providing culturally relevant care.

And in Singapore , the government’s robust public housing policy has played a vital role in fostering social justice by ensuring that every citizen has access to affordable, high-quality housing. This has contributed to Singapore’s low homelessness rate, high homeownership, and minimal residential segregation.

These are just a few examples among many. They demonstrate the transformative power of social justice when implemented effectively at the systemic level.

However, realizing social justice isn’t only the work of systems and institutions. As we will explore in the next sections, individuals, organizations, and governments each play a crucial role.

Achieving social justice is a complex and ongoing process, but as these examples show, it is both a feasible and profoundly impactful pursuit.

Promoting social justice is not solely the responsibility of a single entity. It requires concerted effort from individuals, organizations, and governments alike.

Individuals are the basic building blocks of any society, and they play a critical role in shaping social norms and attitudes. They can promote social justice in their daily lives through actions like calling out discrimination, educating themselves and others about social justice issues, and advocating for fair policies and practices.

For example, the widespread social media campaign #BlackLivesMatter in the USA , initiated by individuals, significantly influenced public discourse on racial justice and policy changes.

Organizations , including businesses and nonprofits, also play a critical role. Corporate Social Responsibility (CSR) initiatives, diversity and inclusion policies, fair labor practices, and philanthropy are ways they can contribute.

Professional Diversity Calendar Kit

The most direct and easy way to get quality cultural content for cultural competence education

GO: Diversity Calendar Kit

A case in point is Diversity for Social Impact’s 2023 report which showed that companies in the top quartile for gender or racial and ethnic diversity were more likely to have financial returns above their national industry medians by 36%.

Governments , as policy makers and enforcers, have a pivotal role to play. They can foster social justice by implementing laws and regulations that promote fairness, equality, and human rights. They can also institute social safety nets that protect the most vulnerable in society.

In the European Union, for example, comprehensive anti-discrimination laws have been enacted, and social security systems are in place to support individuals who are unemployed, ill, or elderly.

The benefits of a socially just society are multifold. It can lead to more inclusive economic growth, greater social cohesion, and improved health and wellbeing for all citizens.

A 2023 report by Diversity for Social Impact highlighted that OECD countries that scored higher on social justice indices had a higher GDP per capita by 27%. This correlation emphasizes the economic value of investing in social justice.

In addition, social justice can foster social cohesion by reducing societal divisions and tensions. For instance, in New Zealand, the government’s commitment to resolving historical injustices against the Māori people has played a critical role in promoting national unity and social stability.

Also, achieving social justice has a significant positive impact on individuals’ health and wellbeing.

According to a 2023 study published in The Lancet, countries with greater social justice had a life expectancy that was on average 6 years longer than countries with less social justice.

While the benefits are clear, the path to achieving social justice is fraught with challenges. It involves confronting entrenched societal barriers, addressing policy gaps, and countering resistance to change. In the next section, we will explore some of these challenges and ways they can be overcome.

Promoting social justice is not without its hurdles. There are significant societal and policy barriers that stand in the way, and resistance to change can often be a stumbling block.

Societal barriers , such as entrenched biases, stereotypes, and discriminatory attitudes, can hamper efforts to promote social justice. These barriers are often deeply ingrained, passed down through generations, and can pervade all aspects of life, from education and employment to healthcare and housing.

For example, despite clear laws against gender discrimination in the workplace, women in the G7 countries still earn on average 13% less than their male counterparts, according to a 2023 report by Diversity for Social Impact.

Policy barriers can also be an impediment to social justice. These can include a lack of laws protecting certain groups, insufficient enforcement of existing laws, or policies that unintentionally create or exacerbate inequalities.

In Hong Kong, for instance, a well-intentioned public housing policy inadvertently resulted in the segregation of ethnic minorities, until the government stepped in to amend the policy in 2023.

Lastly, resistance to change can be a significant challenge. Achieving social justice often requires changing the status quo, and this can be met with resistance from those who benefit from current arrangements or fear the uncertainty that comes with change.

Overcoming these challenges requires concerted and sustained efforts at all levels of society. It involves raising awareness, advocating for policy changes, and fostering a culture of inclusion and respect for diversity.

So, how can we promote social justice at different levels?

At the individual level , we can educate ourselves and others about social justice issues, call out discrimination when we see it, and use our voices and votes to advocate for fair policies. This could be as simple as having conversations with our friends and family about social justice, or as impactful as joining or starting a social justice campaign in our community.

At the organizational level , businesses can implement diversity and inclusion policies, promote fair labor practices, and engage in corporate social responsibility initiatives. Nonprofits can play a critical role in providing services , raising awareness, and advocating for policy changes.

At the government level , social justice can be promoted through laws and regulations that ensure equal rights and opportunities for all, social safety nets that protect the most vulnerable, and policies that foster social and economic inclusion.

In our journey towards social justice, we must remember that it is not a destination but a continuous process. It requires constant vigilance, advocacy, and action. But as we have seen, the benefits of a socially just society – greater economic prosperity, social cohesion, and wellbeing for all – make the journey worthwhile.

In the following section, we will address some of the common questions that arise in discussions about social justice and provide clear, straightforward answers to help deepen your understanding and clarify any misconceptions.

Frequently Asked Questions about Social Justice

What exactly is social justice, and why is it important?

Social justice is the concept of fair and just relations between individuals and society. It’s about ensuring equal distribution of wealth, opportunities, and privileges within a society. Social justice is important because it promotes a fair society where everyone, regardless of their background, has the opportunity to succeed and live with dignity.

Are there practical examples of social justice in action?

Yes, there are numerous examples of social justice in action. This includes policies aimed at reducing inequalities, like progressive taxation and affirmative action, social movements advocating for the rights of marginalized groups , and individual actions promoting fairness and equality.

What are some of the challenges in promoting social justice?

Promoting social justice can be challenging due to societal and policy barriers, as well as resistance to change. Overcoming these challenges often requires changing entrenched attitudes and behaviors, advocating for policy changes, and fostering a culture of inclusion and respect for diversity.

2. Does social justice only apply to certain groups of people?

No, social justice applies to everyone. It’s about promoting fairness and equality for all individuals, regardless of their race, gender, age, religion, or socioeconomic status. While certain groups may face specific social justice issues due to historical or systemic inequalities, the principles of social justice are universal.

3. Does promoting social justice mean giving everyone the same thing?

Not necessarily. Social justice is not about making everyone the same but ensuring everyone has an equal opportunity to succeed. This might mean providing different resources or support to different individuals based on their specific needs and circumstances.

4. Can individuals make a difference, or is it only the role of governments and organizations?

While governments and organizations play a crucial role, individuals can also make a significant difference. Individuals can promote social justice in their daily lives through actions like calling out discrimination, educating themselves and others about social justice issues, and advocating for fair policies and practices.

Social Justice and Business

In the modern era, corporations are increasingly recognized as important actors in the pursuit of social justice. As such, they have both the power and responsibility to promote social justice in their operations, from fair labor practices and diversity initiatives to philanthropic efforts and responsible sourcing.

In the USA, for example, the Business Roundtable, a group of CEOs from leading American companies, issued a statement in 2022 redefining the purpose of a corporation to include delivering value to customers, investing in employees, and supporting communities, not just maximizing shareholder value.

Moreover, data from a 2023 report by Diversity for Social Impact indicates that companies that prioritized diversity and inclusion saw an increase in their financial returns by 36%, reinforcing the business case for social justice.

However, the path towards corporate social justice is not without its challenges. Companies can face resistance from shareholders who prioritize short-term profits, struggle with embedding social justice into complex global supply chains, or grapple with how to effectively measure and report on their social impact.

To overcome these hurdles, businesses can adopt several strategies. They can engage stakeholders in meaningful dialogue about social justice, integrate social justice into their strategic planning, invest in robust systems to track their progress, and be transparent about their successes and failures.

As we look towards the future, several trends are likely to shape the landscape of social justice.

First, the COVID-19 pandemic has underscored the deep inequalities in our societies, from healthcare to the digital divide, and sparked a global conversation about social justice. This increased awareness is likely to translate into a stronger push for social justice in the coming years.

Second, younger generations, particularly Millennials and Generation Z, are showing a deep commitment to social justice. They are likely to carry this passion into their roles as future leaders, consumers, and citizens, influencing everything from corporate practices to government policies.

Third, technological advancements are opening up new possibilities for promoting social justice. From AI that can help reduce bias in hiring, to social media platforms that amplify marginalized voices, technology can be a powerful tool for social justice.

However, this is not to ignore the potential challenges. As the world becomes increasingly interconnected, the issues become more complex, requiring nuanced, multi-faceted solutions that take into account the global nature of many social justice issues.

Yet, one thing is clear: Social justice will continue to be a vital goal for societies worldwide. It is not a trend that will fade away, but a constant pursuit that requires our ongoing commitment and action. As we continue on this journey, let us draw on our collective strengths and shared humanity to build a more just and equitable world.

Social Justice in depth

Business Roundtable. (2022). Statement on the Purpose of a Corporation. Retrieved from https://www.businessroundtable.org

Diversity for Social Impact. (2023). Corporate Diversity and Inclusion Report. Retrieved from https://diversity.social

European Union. (2022). Anti-Discrimination Laws and Regulations. Retrieved from https://europa.eu

Government of New Zealand. (2023). Policies on Maori Rights and Reconciliation. Retrieved from https://govt.nz

Government of Hong Kong. (2023). Public Housing Policies and Amendments. Retrieved from https://gov.hk

You may also like

Talent Development: Why is Talent Development Important?

Talent Development is an integrated process in an...

Diverse Staffing and Hiring

Everything about hiring for a Diverse and Inclusive...

Best 7 Simple AND Effective Strategies To Promote Diversity, Equity, And Inclusion

The Most Comprehensive Diversity and Inclusion Guide and...

State of Women Entrepreneurship: Annual Report

Empowering Change and Promoting Social Impact

Why Is HR Compliance Important to companies?

What is HR Compliance and how to use it to protect your...

Small Investment, Big Impact: The Power of Diversity Workplace Certification in Small and Medium Enterprises (SMEs) Growth and Sustainability

How SMEs can improve their competitive advantage through...

About the author

Naia has over 15 years of experience advising Fortune 1000 employers in Diversity and Inclusion. Naia holds a Master's degree in Human Resource Management with a research focus in workplace equality.

Join 34,000+ subscribers and Sign up to our Newsletter

What Does Social Justice Mean?

Justice is the concept of fairness. Social justice is fairness as it manifests in society. That includes fairness in healthcare, employment, housing, and more. In a socially-just society, human rights are respected and discrimination is not allowed to flourish. What’s the origin of the phrase “social justice?” It was most likely first used in the 1780s and appears in Paper #7 of The Federalist Papers . As the Industrial Revolution wound down, American legal scholars applied the term to economics. Today, its use has expanded significantly and applies to all parts of society. It’s seen through the lens of traits like race, class, sexuality, and gender. What does social justice look like?

Take a free course on Social Justice by top universities and NGOs

The principles of social justice

For social justice to become a reality, four pillars must be built: human rights, access, participation, and equity. Social justice can’t be achieved without these four principles.

Human rights

The connection between social justice and human rights has strengthened over the years to the point where many use “social justice” and “human rights” interchangeably. While they are technically different, it’s clear to activists that one can’t thrive without the other. When a society is just, it protects and respects everyone’s human rights. When a society respects and promotes human rights, social justice flourishes. This connection is essential because human rights are recognized globally. When activists fight for social justice, they can lean on the connection with human rights to hold governments, corporations, and individuals accountable.

A just society depends on access to essentials like shelter, food, medical care, and education. It isn’t enough for a society to invest in innovations or create new opportunities; society must also prioritize access. If access is restricted based on factors like gender, race, or class, it leads to suffering for individuals, communities, and society as a whole. Social justice activists spend a lot of time working to restore and increase access for everyone and not just a few select groups.

Participation

Who gets to have a say in society? Social justice isn’t possible if only a few voices are respected. Unfortunately, the voices of the marginalized and vulnerable are often silenced in favor of those with more wealth, cultural influence, and political power. This is even the case when people have good intentions and want to address major societal problems. If the voices of those most affected aren’t heard, solutions are likely to fail or possibly make things worse. Participation must be promoted, encouraged, and rewarded so everyone – especially those who haven’t had a chance to participate before – can speak.

Many people believe “equality” is one of the principles of social justice, but it’s actually “equity.” What’s the difference? Equity takes into account the effects of discrimination and aims for an equal outcome. There’s an often-cited and adapted graphic (originally created by business professor Craig Froehle) which demonstrates this clearly and simply: three people are trying to watch a baseball game over a fence. All of them stand on a box. One can easily see the field, while the other can just barely see, while the last person is still unable to watch. “Equality” has given everyone just one box to stand on, even though the tallest person doesn’t need a box and one box doesn’t allow the shortest person to see. “Equity” gives the tallest person’s box to the shortest person, allowing them to see. Now, everyone can watch the game.

Examples of social justice issues

When the four principles we discussed above are prioritized, a socially-just society is possible. Where do these principles need to be applied? Depending on the place, some social justice issues are more pressing than others. That said, most societies struggle with similar issues. Here are three examples:

Racial inequality

Racial inequality is one of the most common social justice issues in the world. Most nations have a history of racial discrimination and prejudice of some kind. As an example, the legacy of slavery and Jim Crow persists in the United States. Racial inequality affects a racial group’s ability to find work, get access to healthcare, and receive an equal education. Because race is not a biological reality, but rather a social and political construct with real consequences, progress takes social and political solutions.

Gender inequality

The way things stand, it will take 135 years for global gender equality to become a reality. Obstacles like the gender pay gap, weakening reproductive rights, and unequal education opportunities hold women back. The Covid-19 pandemic also erased a lot of progress as its impact on work and household responsibilities hit women harder. Social justice activists consider gender equality, which intersects with other issues like racial and sexual equality, one of the most important social justice issues of our time.

LGBTQ+ rights

People in the LGBTQ+ community face high levels of violence and discrimination. Prejudice at home, in the workplace, and at school could be a big reason why. Among other challenges, prejudice affects a person’s ability to find employment, shelter, healthcare, and safety. In recent years, the trans and non-binary community has experienced a surge of discrimination, which is already leading to violence and a rollback of rights. The state of LGBTQ+ rights is more in peril in some places than others, but even in the most progressive countries, social justice for the LGBTQ+ community is not well-established. As an example, by March 2022, almost 240 anti-LGBTQ rights – most targeting trans people – were filed in the United States .

Explore our collection of free LGBTQ+ online courses if you would like to learn more.

Courses to increase your understanding of social justice

Social justice is a broad field with many branches. Within the field, you can explore topics like feminism, racism, climate change, poverty, and more. To learn more, here are five courses to consider:

#1. Feminism and Social Justice (University of California Santa Cruz)

This online MOOC, which is adapted from Distinguished Professor Bettina Aptheker’s iconic course, offers students a fascinating journey through feminist history using three events: the Empire Zinc strike, the trial of Angelia Davis, and the #MeToo Movement. Students examine a working definition of “feminism,” explore the causes and effects of the three major events, and engage in discussions. The course takes about 8 hours to complete over four weeks.

#2. Causes of Racial Inequity in Healthcare (The University of Michigan)

This course is part of the “Addressing Racial Health Inequity in Healthcare” specialization. Students explore what causes racial inequity in healthcare, which is one of the most urgent and significant social justice issues. Topics covered include the United States healthcare system, the history of racial discrimination in healthcare, and how the system still perpetuates racial disparities. With 3-5 hours of study per week, most students can complete the course in about 5 weeks.

#3. Human Health Risks, Health Equity, and Environmental Justice (The University of Michigan)

The final course of the “Environment on Global Public Health” specialization, this course can be taken on its own if you’re interested in environmental justice, risk management, and more. In this course, students are introduced to environmental justice and EJ issues around the world. You’ll also learn what groups are most vulnerable to environmental health hazards, how to employ a 4-step risk assessment, and how to mitigate environmental injustices. The course takes about 17 hours to complete and can be audited for free with limited access.

#4. How To Change The World (Wesleyan University)

“How to Change the World” covers topics such as gender, education, poverty, activism, the environment, technology, and healthcare. If you’re looking for a broad overview of the most important social justice issues facing the world today, this course is a great choice. Students engage with videos, readings, quizzes, and discussions. Taught over six weeks, the course takes about 26 hours to complete.

#5. Love as a Force For Social Justice (Stanford)

Can love make the world a better place? What is the role of love in social justice movements? In this course, students are introduced to different types of love, non-violent communication, and how to apply love as a force for social justice. By the end of the course, students will have a better understanding of love’s role in community, connection, and change. Topics include biological, social, psychological, and religious perspectives on love. The course takes six weeks to complete or 28 hours.

What social justice means

Social justice means everyone’s human rights are respected, protected, and promoted. Everyone has access to equal opportunities and the resources necessary to thrive. This doesn’t guarantee a perfectg society where everyone is always happy; however, everyone will have a fighting chance at the life they want. They aren’t held back by things they can’t control like systemic barriers, prejudice, and discrimination . There isn’t one clear framework for what successful social justice looks like in practice, but that’s why principles like participation and equity are so important. As long as a nation values social justice and remains committed to its principles, true progress is possible.

You may also like

15 Quotes Exposing Injustice in Society

14 Trusted Charities Helping Civilians in Palestine

The Great Migration: History, Causes and Facts

Social Change 101: Meaning, Examples, Learning Opportunities

Rosa Parks: Biography, Quotes, Impact

Top 20 Issues Women Are Facing Today

Top 20 Issues Children Are Facing Today

15 Root Causes of Climate Change

15 Facts about Rosa Parks

Abolitionist Movement: History, Main Ideas, and Activism Today

The Biggest 15 NGOs in the UK

15 Biggest NGOs in Canada

About the author, emmaline soken-huberty.

Emmaline Soken-Huberty is a freelance writer based in Portland, Oregon. She started to become interested in human rights while attending college, eventually getting a concentration in human rights and humanitarianism. LGBTQ+ rights, women’s rights, and climate change are of special concern to her. In her spare time, she can be found reading or enjoying Oregon’s natural beauty with her husband and dog.

Now Announcing Global Impact Ventures

Meet Global Impact Ventures, our newly unified family of brands. Together, we serve all of philanthropy to inspire greater giving for a better world. 

Celebrate International Women’s Day with Us

Join us on Friday, March 8 for an inspiring celebration of International Women’s Day with speakers from three incredible charities –  CARE, UNICEF,  and  Plan International USA.

Social Justice

Injustices like racial, religious and gender discrimination take place in communities at home and around the world. These biases amplify disparities in income, opportunity and privilege – increasing poverty and creating greater imbalances in health care, housing, education and more.  

-Harassment of religious groups continues to be reported in more than 90 percent of countries.

-2.4 billion women of working age are not afforded equal economic opportunity and 178 countries maintain legal barriers that prevent their full economic participation.

-There are 64 countries around the world with laws that criminalize homosexuality.

The good news is our charity partners listed below are working to achieve social justice and ensure that no one is left behind. Their programs to ensure human rights include education to create equality, advocacy for marginalized communities, protection services and more.  

Explore the resources below to see the impact of their work.  

Feeling inspired? Be a global champion and help achieve social justice by supporting  Global Impact charities  through your  employee giving  campaign.

Find a Charity

Explore the Impact

Give global blogs.

What social justice means on a global scale

Around the World in 10 mins: Video Journey on Social Justice

Our racial justice journey: Reflecting on this year’s diversity, equity and inclusion work

• Title: Young Changemakers discuss their ideas
• Charity: Ashoka
• Country: undefined
• Photo Credit: Ashoka

A group of young changemakers in Africa met to exchange ideas for social change.

• Title: Ashoka Fellow Fabrice Hégron discusses his work with a panel
• Country: France
• Photo Credit: Jelena Stajic / Ashoka

Social entrepreneur and Ashoka Fellow Fabrice Hégron discusses his nonprofit, En Direct Des Eleveurs, at an event hosted by Ashoka’s team in France. His organization is revolutionizing the dairy industry in France by developing small-scale farming alternatives. Through new modes of production and distribution that respect the environment and offer healthy milk, he positions dairy producers as wellness partners and reconnects them with consumers. This creates a viable subsidy-free economic model to maintain a collapsing industry.

• Title: Ashoka Young Changemakers connect in Indonesia
• Country: Indonesia

Young Indonesians selected as Ashoka Young Changemakers (AYC) bond over their shared enthusiasm for driving social change. Each young changemaker elected has launched a social venture in their community, formed peer-led teams, and co-created solutions for the good of all. The AYC network is a global community of powerful young people who are helping activate more youth-led ventures.

• Title: A Rally for Survivors
• Charity: ECPAT-USA
• Country: United States of America
• Photo Credit: ECPAT-USA

ECPAT-USA proudly joined A Rally for Survivors in Solidarity with the Jeffrey Epstein and Ghislaine Maxwell Survivors. This was a day of community and healing for all survivors and a demand for justice and transparency. To learn more about ECPAT-USA’s work, visit www.ecpatusa.org.

• Title: 2021 Freedom Awards

Each year, the Freedom Awards gathers advocates, influencers, private industry partners, and other special guests to honor leaders in the fight to end child trafficking and other forms of sexual exploitation. In 2021, we were proud to gather virtually to honor Chip Rogers, President & CEO of the American Hotel & Lodging Association; Tina Frundt, President & Founder of Courtney’s House; and Rose Muckenthaler, NYPD/FBI Child Exploitation and Human Trafficking Task Force. Watch ECPAT-USA’s full Freedom Awards benefit at www.ecpatusa.org/freedomawards. Learn more about ECPAT-USA’s child protection work at www.ecpatusa.org/.

• Title: ECPAT-USA’s Guide to Online Safety

ECPAT-USA provides free information for youth, parents/guardians, and educators detailing the ways they can protect themselves and their children from sexual exploitation. Each safety guide is available for free online and can be easily downloaded and shared with others. Guides are available in English, Spanish, Chinese, and Vietnamese. View ECPAT-USA’s Online Safety Guides by visiting www.ecpatusa.org/onlinesafetytips.

• Title: Dismantling Online Exploitation of Children

January is National Human Trafficking Prevention Month. To honor this special month, ECPAT-USA was proud to host a panel, “Dismantling Online Exploitation of Children,” with other leaders in the anti-trafficking and children’s rights communities. Together, the collective goal is to spearhead federal legislation that will require internet platforms to take steps toward the elimination of child sexual abuse material (CSAM), formerly called “child pornography.”

• Title: 2021 Survivor Solidarity Ride

Each year, the Survivor Solidarity Ride brings awareness to the reality that child trafficking is happening in every state in the nation. This ride highlights locations where survivors have indicated they were trafficked and where there have been reports of child exploitation. In doing so, it symbolizes ECPAT-USA’s solidarity with the brave men and women in its Survivors’ Council and celebrates their leadership in ECPAT-USA’s prevention programming. In 2020, ECPAT-USA rode through New York City. In 2021, as celebration of the launch of Brentwood School District Prevention Services Program, ECPAT-USA rode through Suffolk County, New York. Learn more about ECPAT-USA’s work by visiting our website at www.ecpatusa.org.

• Title: HELEN KELLER INTERNATIONAL: A Clear Path Forward
• Charity: Helen Keller International
• Photo Credit: Helen Keller Intl/United States

For kids and adults in low-income communities in the U.S., a pair of prescription eyeglasses helps ensure success in school and the workplace.

Success Stories

Global Impact serves as a trusted philanthropy advisor, intermediary, and nonprofit partner for greater giving. We offer advisory and infrastructure services that drive strategic philanthropy for our nonprofit, public, and private sectors clients. With close to 70 years of experience, we have raised nearly $2.5 billion with our partners for global causes. 

Global Impact is part of Global Impact Ventures, a family of mission-driven organizations that serve all of philanthropy for a better world.

U.S. Headquarters

1199 N. Fairfax St. Suite 300 Alexandria, VA 22314 800-836-4620 [email protected]

Quick Links

Sign up for our newsletter, Greater Giving Weekly, and other periodic updates.

© 2004 – 2024 Global Impact. All rights reserved. Global Impact is a 501(c)(3) nonprofit charity registered in the US under  EIN: 52-1273585.

• Privacy Overview
• Strictly Necessary Cookies
• Privacy Policy

This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.

Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.

If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.

More information about our Privacy Policy

• Special Issue Summer 2021

Book Review: From Thought to Action: Developing a Social Justice Orientation by Amy Aldridge Sanford

When teaching first-year composition, I noticed how uncomfortable students became at the prospect of talking about politics in the classroom. The science majors were vocal in proclaiming the importance of limiting the use of plastic bags, and the nursing students vehemently argued for the necessity of vaccinations. These impassioned voices, though, quieted when faced with social justice issues regarding feminism or racial inequality. Indeed, as a first-time teacher, I felt ill-equipped to recognize how much was appropriate conversation. However, as my course was titled “Writing and Rhetoric,” I recognize how deeply connected the content was to politics and issues of social justice, especially as I was teaching at a Hispanic-Serving Institution (HSI) in a classroom with a diverse student population. My classroom would have benefited from implementing Amy Aldridge Sanford’s From Thought to Action: Developing a Social Justice Orientation as she provides helpful strategies for communicating about social justice topics and making actionable change. 

While Sanford is a communication scholar and professor, her book addresses the questions rhetoric and composition scholars have raised on the importance of social justice and public writing in the classroom as well as how to approach it ethically (Welch 2005; Daniel 2017; Sundvall & Fredlund 2017). Weisser (2004) explains how public writing can provide students with the ability to recognize the voices that are silenced in conversation and those that are allowed to speak while Sundvall & Fredlund (2017) assert that rhetoric and activism provides students with the skills to think critically and choose what kinds of citizens they want to be. Further, Diab et al. (2013) emphasize the importance of making anti-racism and racial justice actionable. Sanford’s book provides historical context on activism, brief reviews at the end of each chapter for students new to social justice, and discussion starters which can help teachers to bring social justice into the classroom. Thus, though Sanford is not a rhetoric and composition scholar and thusshe does not focus predominantly on social justice through student writing, her work speaks directly to questions about how we define activism and provides information that can encourage students to implement social justice activism through their writing.

The preface and first chapter allow Sanford to describe her personal investment in social justice activism and her wish for her students to do more than talk but to “take action” (xvii). Readers who are concerned that Sanford might try to speak for people of color or other marginalized communities should know she does not. Instead, she recognizes her privilege and speaks honestly about her past growing up with racist and homophobic parents. As a multiethnic woman, I felt that familiar anger and discomfort when reading about how Sanford’s mother spoke about mixed children and interracial relationships, but Sanford’s honesty provides hope that people growing up in racist households can escape it and make a change. With her admittance of her past, Sanford states “[t]he purpose of the book is to help students (a) focus on common humanity, (b) feel less isolated during their social justice journeys, and (c) figure out how to move from thought to action” (xvii). She uses her past experiences to reach people who were once like her and to present them with the ability to embrace a social justice orientation. However, this book is not only for white students but for students of color who might also come from families against the idea of social justice or who have never been introduced to activism. While the book cover names first-year students as “ideal” readers, this book also works well to address community-based researchers and writers who care about making actionable change and bringing information to people new to social justice.

These readers who are new to social justice activism will find chapters two and three particularly helpful as they introduce the history of social justice movements. These chapters covered a broad range of issues from the abolition of slavery to the Chicana/o Civil Rights Movement and Red/Power American Indian Movement. Though Sanford fit a lot of information into these sections, what is beneficial to people who are new to social justice activism is that Sanford points out how “history is predominantly told from the side of the victor” (33). She then destabilizes that very history by giving attention to those who are often ignored. For example, she attends to how women’s suffrage was focused predominantly on white women’s issues, often excluding women of color and lesbians. Thus, Sanford provides a depiction of history that is often unheard of for students new to social justice. These chapters also include timelines and suggestions for further reading, indicating that Sanford intended this book to be a stepping-stone for first-year students and used within a classroom setting, encouraging students to look more deeply into these historical movements on their own.

After gaining insight into the history, chapters four, five, and six guide new activists in understanding social justice turning points. I found chapter four particularly beneficial for first-year students as it goes over the “language of experienced activists” such as “heteronormativity” and “patriarchy.” Though some of us who are more experienced in social justice activism might find this chapter to be overly simplistic, we must remember that this language is not well known to everyone. Indeed, many freshmen college students today might have only interacted with the word “triggering” in relation to a joke or a meme on social media. When integrating this book in a first-year writing classroom, teachers might think about using this chapter as a conversation starter and allow the students to branch off and discuss their previous assumptions and understandings about these words and how has cultural experiences and contexts perhaps changed the meaning over time. This chapter would be a great opportunity to not only teach the students, but to learn from them. Chapter five then describes historical turning points of social justice activists in women’s rights, LGBTQ+ rights, disability awareness, and more, similar to the historical overviews in chapters two and three. However, Sanford moves from historical knowledge in chapter six and instead focuses on “choosing a cause and taking action” (91). This chapter provides specific information on community involvement such as boycotting, letter writing, social media activism, and even a checklist for readers to fill out and reflect on what causes they find most important. Thus, Sanford moves from history—which can sometimes seem abstract to students—into the realm of actual community involvement.

The last four chapters of the text follow the assumption that readers want to become involved in social justice within their own communities, discussing the risks and rewards. Chapter seven is particularly important as it addresses the difficulties that come with conversing about social justice issues, recognizing that some people who belong to marginalized groups might “have unresolved historical trauma” (115) and feel unsafe speaking up. On the other hand, chapter eight encourages those with privilege to “call out (or call in) injustices” (140) while not speaking over marginalized voices. Further, this chapter discusses that being a leader involves “(a) good communication skills, (b) the desire to call out injustices, (c), a willingness to be vulnerable, (d), the ability to see people as individuals and share power with them, and (e) a need to be involved in the communities in which they live” (137). This breakdown works well to embody the mindset that Sanford wants of her students—to take action. While the last few chapters describe the possible consequences of being involved with social justice which can result in losing friends, experiencing injury and even death, Sanford balances these consequences with rewards which include “ending oppression, making the world a better place, taking care of the environment, promoting equity” (182). Sanford interlaces stories of real people within this chapter such as Colin Kaepernick and Ruth Bader Ginsburg as examples of activists who make change happen. With examples that students will be able to recognize, Sanford’s call to action encourages students to get involved with activism in their communities.

Upon finishing Sanford’s book, I recognize that some teachers might find it to be overly generalized. Some classes that are focused heavily on social justice in a specific topic, particularly those in HSIs, might use a few chapters from this book while supplementing it with books like Maylei Blackwell’s ¡Chicana Power! or Marc Simon Rodriguez’s Rethinking the Chicano Movement because these books emphasize “an alternative historiographic framework” focused specifically on Chicana/o history (Blackwell 2011, 4). What is beneficial about Sanford’s book, though, is the way in which it can be worked into any social justice course, whether that course be focused on the Chicana/o movement, African American Civil Rights, or LGBTQ+ Rights. Additionally, From Thought to Action may work as a valuable resource for designing a social justice course or used in the context of first-year writing to provide students with more opportunity to examine their thoughts and how they can make their activism actionable. From Thought to Action provides a structured framework, concise overview of important historical figures in social justice movements, and careful discussion of language used by “experienced activists” (59). This book is highly accessible to students new to social justice and teachers who might not know how to begin talking about these important issues in the classroom. Indeed, even though I have emphasized how this book will benefit people new to social justice, I, too, learned new things while wishing I had this book for my “Writing and Rhetoric” course as a new teacher and planning on how to implement the book in future classes. 

Blackwell, Maylei. 2011. ¡Chicana Power! Austin, TX: The University of Texas Press.

Daniel, James Rushing. 2017. “Freshman Composition as a Precariat Enterprise.” College English 80 (1): 63-85.

Diab, Rasha, Thomas Ferrel, Beth Godbee, and Neil Simpkins. 2013. “Making Commitments to Racial Justice Actionable.” Across the Disciplines 10 (3).

Rodriguez, Marc Simon. 2015. Rethinking the Chicano Movement. New York, NY: Routledge.

Sanford, Amy Aldridge. 2020. From Thought to Action: Developing a Social Justice Orientation. San Diego, CA: Cognella.

Sundvall, Scott and Katherine Fredlund. 2017. “The Writing on the Wall: Activist Rhetorics, Public Writing, and Responsible Pedagogy.” Composition Forum 36.

Welch, Nancy. 2005. “Teaching Public Writing in a Post-Publicity Era.” College Composition and Communication 56 (3): 470-492.

Victoria Ramirez Gentry

Victoria Ramirez Gentry (she/her) is a PhD student at The University of Texas at San Antonio (UTSA). A South Texas Chicana, Victoria started her academic journey at community college and continued her path attending Hispanic-Serving Institutions as a student, tutor, and teacher. Her interests include anti-racist pedagogy, the hybridity of multiracial/ethnic identities, and Latinx rhetoric. Her work has appeared in journals such as Studies in Religion and the Enlightenment, Open Words, Quarterly Review of Film and Video, and Rhetoric Review. Victoria also recently presented her work on translingualism and Latinx writers at the Conference on College Composition and Communication. Victoria currently teaches Technical Writing at UTSA while she works on her PhD and enjoys spending her free time with her spouse Nick and their two rescue dogs.

• NAEYC Login
• Member Profile
• Hello Community
• Accreditation Portal
• Online Learning
• Online Store

Popular Searches:   DAP ;  Coping with COVID-19 ;  E-books ;  Anti-Bias Education ;  Online Store

Never Too Young To Support A Cause: Supporting Positive Identity Development Through Social Justice Curriculum in Preschool

You are here

At the Garden of Learning and Discovery (GoLD) Pre-K Center in Highbridge, Bronx, we have chosen to focus on instilling a sense of social responsibility and advocacy into our teaching to enhance children’s learning and development. Our belief is that we must go beyond the current status quo to drastically change outcomes for our most marginalized students; we also believe that our children are never too young to champion a cause. Because disparities in school performance can often be traced back to early childhood, growing appreciably during the primary and middle school years (Heckman 2011; Grodsky et al. 2017), we embraced a pedagogical stance that focuses on social justice, that is knowledge-rich, and that promotes positive identity development. It is leading to fundamental changes within the district, which “[s]ince 2010 . . . has been the poorest . . . House district in the country” (Santiago, 2019).

In this article, we provide a look into our community and the contexts in which young children are growing and learning. Then, we describe our journey toward social justice advocacy and the process through which we developed a knowledge-rich curriculum to support positive identity development of our students and our beloved Highbridge community.

The Highbridge community

In 2015, a New York City mayoral initiative led to more than triple the amount of pre-kindergarten spots available to NYC students and families. To meet this need, the GoLD Pre-K Center opened its doors as the sole Community School District 9 stand-alone center in Highbridge, Bronx. Highbridge is located in NYC Community District 4, and its residents are 96 percent families of color. While our community contends with a plethora of long-standing, systemic issues impacting quality of living (high levels of homelessness, minimal quality nutritional sources, and increased levels of disease), we found strength in concentrating on our communal cultures that are inclusive of resiliency and social capital. From a strengths-based perspective, we were able to “challenge inequity and disrupt unfair circumstances and situations” (Howard 2018, 28). We understood that we could not ameliorate all these structural inequities immediately, but we came to the conclusion that promoting justice and knowledge in our youngest learners (and ourselves) could lead to lasting and deep community engagement, empowerment, and evolution.

Our journey into a social justice and knowledge-rich curriculum

Our journey began in the fall of 2018, when GoLD partnered with the Center on Culture, Race & Equity (CCRE) at Bank Street College of Education. The CCRE and our staff embarked on a yearlong professional development series that guided our staff’s learning about knowledge-rich curriculum, families as partners, culturally responsive practices, and children’s identity development. This work resulted in our staff having a research-informed plan to engage students and families in a critical discussion about social justice and advocacy.

Knowledge-rich curriculum

In exploring aspects of knowledge-rich curriculum, we examined the interdependent relationship between concepts, content, knowledge, and skills. For example, we looked at how a lesson on water could be used to build knowledge of history, science, geography, art, literacy, social justice, and music. Through intentional curriculum mapping and careful planning of activities like read alouds, we learned to support our students in deepening their critical thinking skills and knowledge base.

In exploring the possibilities of a knowledge-rich curriculum, we also discussed the importance of teaching subject knowledge that foregrounds social justice. The knowledge we introduce to students should be powerful, equipping students to liberate themselves. According to Robertson (2016, n.p.), “Any young person needs knowledge to thrive, and there is no reason why it can’t sit alongside their own culture, their own identity, non-elite stories and knowledge.” He goes on to state, “A radical curriculum would be knowledge-rich, and would leave its students empowered by the knowledge they were taught at school, not perplexed, years later, as to why nobody thought to introduce them to it while they were at school.”

Families as partners

As we participated in this professional development, we gained insights into what the research showed about positive, reciprocal partnerships with families. We learned:

• Authentic home-school partnerships result in better student performance, healthier behavior, fewer behavior problems, and higher levels of enjoyment in school (The Fatherhood Project 2015).
• “School life should grow gradually out of [family] life, [and] it is the business of the school to deepen and extend the child’s sense of values bound up in [their family] life” (Mooney 2010, 5).
• Authentic family engagement is a cornerstone of culturally responsive teaching (Bennett et al. 2018).

Equipped with this perspective, GoLD committed to enhancing an already-strong foundation of family engagement. We sought to engage the families of our students and the entire Highbridge community that surrounds and supports our youngest learners.

Culturally responsive practices

Our yearlong studying also revealed key elements of culturally responsive practices, including:

• Culturally responsive practices that use families’ funds of knowledge as educational assets to help children learn (Gonzalez 2010). Integrating funds of knowledge, or the cultural assets of children’s home lives, into school-based learning experiences means understanding and applying a strengths-based lens to each child and their family. Furthermore, using funds of knowledge and multiple modes of communication and learning can enhance educators’ efforts to engage and empower families.
• Partnerships with local organizations devoted to social justice initiatives that serve the communities of students and their families in specific ways. These organizations can help to target issues and promote solutions that are in conjunction with the desires, perspectives, and assets of the community.
• Curriculum that places importance on text drawing from minoritized cultural and linguistic capitals might be used to empower students in different ways; not only encouraging their identity investment in this learning, but also to shift the balance of authority and expertise among teachers, students, and families (Taylor et al. 2008, 272).

In order to deeply understand and internalize the tenets of culturally responsive practice, we began by exploring our own cultural practices and norms, including from “the positions of privilege we occupy—such as being White, having grown up in an economically comfortable household, speaking Mainstream American English, being heterosexual, or being Christian” (Souto-Manning 2013, 12). Once we understood more about our positions of privilege and cultural identities, we could more deeply explore how our own upbringings and experiences influence the classroom and school climate, the content taught, and the methods used at GoLD. Certain research helped guide us to examine the impact of White middle-class norms on school culture and standards, for example:

When students of color are rewarded (or sometimes chastised) for conformity to white norms and standards, whiteness becomes an alienable property. This can specifically be seen in what is often referred to as students “acting white,” or in depictions of Asian Americans as “model minorities,” because they adhere to an array of characteristics endorsed by white society and attributed to whiteness. (Rector-Aranda 2016, 7)

Too often, schools have sought to prepare students for the “real world,” stripping away cultural assets that could support children in navigating and thriving in life (a second language or code-switching). In examining the origins and functions of typical academic standards for “success,” GoLD peeled back the layers of deeply ingrained schoolwide cultural beliefs and sought to create a learning environment that nurtured and built upon the existing cultural assets of our students and families.

According to Robin DiAngelo (2016), “Minoritized [refers to] a social group that is devalued in society. This devaluing encompasses how the group is represented, what degree of access to resources it is granted, and how the unequal access is rationalized. The term minoritized (rather than minority) is used to indicate that the group’s lower position is a function of active socially constructed dynamics, rather than its numbers in society” (82).

Identity development in early childhood

Finally, our yearlong professional development included research about identity development, and we learned:

• Children develop conceptions of race at a young age, beginning with knowledge of color categories, to a conceptual awareness of racial categories, to ultimately an awareness of group identity (Swanson et al. 2009; Farago, Davidson, & Byrd 2019).
• Understanding oneself is inexplicably tied to understanding where one fits into a group (Baldwin et al. 1991).
• The concept of “stereotype threat” is about “being at risk of confirming, as a self-characteristic, a negative stereotype about one’s group” (Steele & Aronson 1995, 797) and about its impact on the academic performance of students of color. For example, the threat that the judgements of others or their own actions would negatively stereotype them resulted in underperformance of Black participants taking a standardized test.
• Children as young as 5 years of age are susceptible to stereotype threat—predicting, for example, that an Asian student would outperform a White student on a math exam (Ambady et al. 2001).
• A child’s sense of self is correlated with the development of cognitive and noncognitive abilities and academic outcomes (Ladson-Billings 2009). Too often, the stereotypes of children from minoritized communities shape their feelings of academic inferiority and uncertainty about whether they belong (Walton & Cohen 2011), adversely impacting their motivation to learn.

Based on this research, we knew that our children at GoLD would learn best with the confidence that they belong in our learning community and have a voice and agency here. While we believed that most of our children felt a sense of belonging, we dove deep into questions about identity and belongingness for children who stood outside of the margins; we wanted to ensure that, at GoLD, all of the children felt included, represented, and empowered in our center, including children whose social identities are not typically reflected in school.

We emerged from our time of study and reflection with a new and deeper understanding of families as partners, knowledge-rich curriculum within the context of culturally responsive practices, and children’s identity development. However, there are few examples of developmentally appropriate approaches that address all of these areas of the curriculum and learning environment. For that reason, GoLD decided to develop a school-wide social justice project to support children’s positive identity development through a knowledge-rich curriculum, outlined below.

Seeds of Change: A social justice, knowledge-rich approach

With the understanding that identity-affirming spaces for our children and families contribute to positive child outcomes, the “Seeds of Change Initiative” was born. GoLD’s Seeds of Change Initiative aimed to build individual and collective agency amongst children by bringing awareness to the local and global health crisis affecting our community. Children researched and actively contributed to the creation of practical solutions to local and global challenges. Our goal was to positively connect with and support our families and bring wakefulness to micro- and macro-instances of environmental and social injustices. We began by exploring the nutritional deficiencies present within the community of Highbridge, and we decided that we had to address the lack of affordable and nutritional food options.

Based on the energy of our launch event, GoLD inaugurated a wide-ranging edible indoor garden in May 2019 to supplement the nutritional and physical needs of our community. As our students learned about their community and themselves through themes such as “My Community and Me” and “5 Senses,” they expanded their ever-changing palates by learning how fresh food is planted, grown, cultivated, distributed, and prepared. They also learned about their place within a local and global community. They learned about how they have a role to play in the larger environmental ecosystem.

We did not stop our transformative change project there. GoLD understood that we needed to integrate social justice practices into our thematic units throughout the school year as a way to expand and enrich our curriculum. We decided to introduce global issues such as water accessibility and conservation by holding informative sessions for families and participating in a whole-school, reusable-water-bottle challenge. Our desire was to raise awareness about the scarcity of water throughout our international communities, making sure our children knew that there are 3-, 4- and 5-year-olds that have to walk miles every single day for a luxury our students just had to turn the faucet to obtain. As the students became more knowledgeable of the factors that plagued others, we began to see an increase in the level of empathy shown toward their peers and a desire to bring change to their community as a whole.

The GoLD Walk for Water

On June 12, 2019, GoLD concluded the first year of our social justice, knowledge-rich approach to teaching and learning with a televised Walk for Water. Joined by our students, staff, families, and community members, we walked across the High Bridge, a historical aqueduct that once transported water between Manhattan and the Bronx, to bring awareness to the global water crisis. To further contextualize why we were embarking on this Walk for Water and what it meant in a global context, the school partnered with the We Movement, a social activism organization who contends that more than 840 million people worldwide are living without access to clean water and 40 percent of the world’s population is affected by water scarcity. As we walked and chanted on that June afternoon, our community supported us with cheerful applause and genuine surprise and delight at the thunder of preschoolers’ feet that passed their buildings. At that moment, the students at GoLD joined the ranks of other young social justice organizers in history, totaling 90 4- to 5-year-olds participating. The GoLD Walk for Water was a culmination of months of introspection, transformative change, and conservation efforts. One community member reflected, “The children may be small, but their message is big!” A GoLD teacher commented, “The transformation in engagement and agency is clear. Kids are never too young to learn about activism. Our children now know their voices matter and that they can make a difference.”

Reflecting back and looking ahead

This process of collective investigation and action allowed us to further support children in critically understanding their identity and how it intersects with the world. They were able to see themselves as authors of their own narrative, empowered to create change in the face of challenge. Looking back at the four key elements learned during our professional development work, we found that they, indeed, contributed to our success in implementing this social-justice advocacy process.

Through this project, we were able to enhance the impact of existing curriculum through culturally responsive practice. Children talked about the role of food and water in their lives and communities. They learned about the process of recycling through creating usable recycling systems for their community. This interdisciplinary approach enhanced engagement and impact for our youngest learners.

Authentic family engagement

New York City has the largest school district in the United States, as well as the most rapidly evolving, diverse demographic groups of student populations (National Center for Education Statistics, n.d.). It is important for educators to appreciate what each child brings to their school and how these experiences can be used to foster learning and inform instruction. This project would not have been successful without this support and investment from GoLD families. They dedicated their time, expertise, and resources to creating transformative experiences for the children and community.

Community partnerships

In addition to family engagement, GoLD sought out community partnerships to support the innovative work of our school community. Our partnerships with CCRE and the We Movement allowed us to think outside of the box and utilize existing funds of knowledge to create transformative change in our community. These outside partnerships not only introduced new ideas and concepts to inspire action, but they also provided the critical thought-partnership needed to dream big and inspire action.

Understanding the importance of identity

Children form a sense of identity from an early age. Our students carry group identities across a range of categories: race, gender, age, and income. We know that children develop conceptions of race at a young age and this impacts their understanding of self and the world. Therefore, we decided to take an active role in helping to shape a positive identity through agency-enhancing, social justice curriculum. We want children to view themselves and their community as empowered agents of change in this world. Our young children can hold the complexity of two powerful ideas at the same time: sometimes unfair things exist in this world (there is a lack of access to healthy food options in our neighborhood) and we can make a difference and change things (we can build an indoor community garden).

Through this work, we realized that early childhood is the perfect time to begin the establishment of a collective and empathetic mindset. As stated earlier, our children are never too young to learn about activism and social justice. As early childhood educators, we need to introduce this work organically, to weave it throughout our instruction and interactions, and to ensure it is developmentally appropriate. At GoLD, we believe it is never too early to provide our youngest learners with the tools necessary to become environmental advocates and global ambassadors because we understand that this should be an integral part of what is learned in early childhood. A knowledge-rich and action-oriented education lays the foundation for an indestructible and more equitable society.

Ambady, N., M. Shih, A. Kim, & T.L. Pittinsky. 2001. “Stereotype Susceptibility in Children: Effects of Identity Activation on Quantitative Performance.” Psychological Science 12 (5): 385–390.

Baldwin, J.A., R. Brown, & R. Hopkins. 1991. “The Black Self-Hatred Paradigm Revisited: An Afrocentric Analysis.” In Black Psychology , 28–44. R.L. Jones (Ed.). Berkeley, CA: Cobb & Henry. 

Bennett, S.V., A.A. Gunn, G. Gayle-Evans, E.S. Barrera, & C.B. Leung. 2018. “Culturally Responsive Literacy Practices in an Early Childhood Community.” Early Childhood Education Journal , 46 (2): 241–248.

Byrd, C. 2012. “The Measurement of Racial/Ethnic Identity in Children: A Critical Review.” Journal of Black Psychology 38 (1): 3–31.

DiAngelo, R. 2016. What Does It Mean to Be White? Developing White Racial Literacy . New York: Peter Lang. 

Farago, F., K.L. Davidson, & C.M. Byrd. 2019. “Ethnic-Racial Socialization in Early Childhood: The Implications of Color-Consciousness and Colorblindness for Prejudice Development.” In Handbook of Children and Prejudice : 131–145. Cham, Switzerland: Springer.

Gonzalez, J. 2010. 50 Strategies for Communicating and Working with Diverse Families. Boston: Pearson Education, Inc. 

Grodsky, E., Y. Huangfu, H.R. Miesner, & C. Packard. 2017. Kindergarten Readiness in Wisconsin ( WCER Working Paper No. 2017-3 ) . Retrieved from University of Wisconsin–Madison, Wisconsin Center for Education Research: http://www.wcer.wisc.edu/publications/working-papers .

Heckman, J.J. 2011. “The Economics of Inequality: The Value of Early Childhood Education.” American Educator 35 (1): 31.

Howard, T.C. 2018. “Capitalizing on Culture: Engaging Young Learners in Diverse Classrooms.” Young Children 73 (2): 24–33. 

Ladson-Billings, G. 2009. The Dreamkeepers: Successful Teachers of African American Children . San Francisco: Jossey-Bass.

Mooney, C. 2010. An Introduction to Bowlby, Ainsworth, Gerber, Brazelton, Kennell and Klaus. St. Paul, Minnesota: Redleaf Press.

National Center for Education Statistics. n.d. “Largest School Districts in the United States by Enrollment.” ELSI Table Generator from National Center for Education Statistics . https://nces.ed.gov/ccd/elsi /.

Rector-Aranda, A. 2016. “School Norms and Reforms, Critical Race Theory, and the Fairytale of Equitable Education.” Critical Questions in Education 7 (1).

Robertson, A. 2016. “The Radical Case for a Knowledge-Rich Curriculum.” Left History Teaching . https://lefthistoryteaching.wordpress.com/2016/03/24/the-radical-case-for-a-knowledge-rich-curriculum/

Santiago, A. 2019. “NY has the Richest, Poorest, Smallest, Most Unequal Congressional Districts . ” City and State NY . https://www.cityandstateny.com/articles/politics/new-york-state/ny-has-richest-poorest-smallest-most-unequal-congressional

Souto-Manning, M. 2013. Multicultural Teaching in the Early Childhood Classroom: Approaches, Strategies, and Tools, Preschool–2nd Grade . New York: Teachers College Press.

Steele, C. M., & J. Aronson. 1995. “Stereotype Threat and the Intellectual Test Performance of African Americans.” Journal of Personality and Social Psychology 69 (5): 797–811. 

Swanson, D. P., M. Cunningham, J. Youngblood, & M.B. Spencer. 2009. “Racial Identity Development During Childhood.” In Handbook of African American Psychology : 269–281. H. A. Neville, B.M. Tynes, & S.O. Utsey, eds. Thousand Oaks, California, US: Sage Publications. 

Taylor, L. K., J.K. Bernhard, S. Garg, & J. Cummins. 2008. “Affirming Plural Belonging: Building on Students' Family-Based Cultural and Linguistic Capital Through Multiliteracies Pedagogy.” Journal of Early Childhood Literacy 8 (3): 269–294. 

The Fatherhood Project. 2015. “4 Steps to Engaging Dads in Schools.” Retrieved from: http://www.thefatherhoodproject.org/4-steps-to-engaging-dads-in-schools/#_edn1  

Walton, G.M. & G.L. Cohen. 2011. “A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students.” Science 331 (6023): 1447–51.

Photographs: © Getty images

Copyright © 2020 by the National Association for the Education of Young Children. See Permissions and Reprints online at NAEYC.org/resources/permissions.

Veronica Benavides, EdLD, is passionate about building a more just and equitable world. She is an experienced educator, facilitator, change management strategist, and leadership development specialist. Dr. Benavides received her doctorate in education leadership from Harvard Graduate School of Education.

Roxanne Ledda, MSEd, is the director of early childhood in NYC CSD 9 and the director of the Garden of Learning and Discovery Pre-K Center, located in Highbridge, Bronx, NY. Roxanne has dedicated her educational career to the provision of culturally responsive educational experiences for the youngest learners within the NYC school portfolio. [email protected]

Maimuna Mohammed, MSEd, is an equity specialist-practitioner at the Center on Culture, Race & Equity at Bank Street College with over 30 years of teaching experience, and over 22 years working as an early childhood educator in community-based programs in New York City. Ms. Mohammed earned her BS in early childhood education and her MSEd in early childhood education leadership. [email protected]

Vol. 75, No. 5

Print this article

Social Justice Books

Critically reviewed selection of multicultural and social justice books for children, young adults, and educators.

Journey for Justice: The Life of Larry Itliong

Reviewed by joshua talosig.

It is well known that children’s literature has a powerful ability to provide impactful and long-lasting lessons on its target audience. They can make our youth smile, laugh and feel empathy for the people whose tales are told within. Yet, we rarely see juvenile literature also be biographies of historical figures. And when we do, we don’t typically see representation of people whose complex story of hardship and leadership is packaged into an understandable way for its target audience.

Dawn Bohulano Mabalon, Gayle Romasanta and Andre Sibayan’s  Journey for Justice: The Life of Larry Itliong is one notable exception. Their book tells the story of labor organizer Larry Itliong, an incredibly important figure in Filipino American history, highlighting his struggles and triumphs to a generation born decades after his time but continue to be impacted by his work to this day. Continue reading .

Why Every Filipino American Should Know about Larry Itliong

By gayle romasanta.

. . .Larry Itliong immigrated to the United States in 1929 when he was fifteen years old and immediately began working throughout the country as a farm laborer and in the salmon canneries of Alaska. His heart was set on becoming an attorney and seeking justice for the poor. But the poverty he lived through and violent racism he and Filipinos encountered all but barred him from getting the education he initially sought. He never became an attorney, but he became a storied Filipino American labor leader and organizer, leading labor organizations in Alaska and throughout the West Coast.

He called Stockton his hometown while he recruited more than a thousand new members to join the Agricultural Workers Organizing Committee (AWOC). He was so good at what he did, union leaders asked him to leave for Delano to organize Filipino grape workers. It was there in Delano, a small town four hours outside of Stockton, that he led the Filipino grape workers at Filipino Hall to vote to go on strike on September 7, 1965. The next day, the Delano Grape Strike began, and more than 2,000 Filipino farmworkers, members of AWOC, marched off the vineyards to demand $1.40 an hour, 25 cents a box, and the right to form a union. The farmworkers had a lot on the line. If they went on strike, they wouldn’t get paid. Continue reading.

Publisher's Synopsis: This book, written by historian Dawn Bohulano Mabalon with writer Gayle Romasanta, richly illustrated by Andre Sibayan, tells the story of Larry Itliong's lifelong fight for a farmworkers union, and the birth of one of the most significant American social movements of all time, the farmworker's struggle, and its most enduring union, the United Farm Workers.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *