As public schools become more diverse in terms of student population, the US teaching force remains relatively stable. For this reason, teacher education programs need to provide and sustain social justice learning to ensure pre-service teachers enter classrooms prepared to teach all students. This article examines how pre-service teachers took up identities as social justice educators and sustained social justice learning during lapses in teacher education curricula. Analysis reveals that teacher educators can incorporate methods into course curriculum to ensure social justice learning is sustained in teacher education. Implications for teacher educators include strategies to provide social justice pedagogy scaffolding and offer plausible suggestions to incorporate and sustain social justice education for pre-service teachers when absent in future teacher education curricula.

As the numbers of men involved with feminist activism continues to grow, exploring the dynamics of power and privilege within the feminist movement warrants increased attention. Eight self-identified women feminists shared their experiences working with men as allies in the feminist movement, highlighting the need for a balance between challenge and support for men striving to be allies. Implications and recommendations for practice are also provided.

Freire’s writings beyond Pedagogy of the Oppressed offer value to social justice educators looking to deeply explore and inform their own practice. His ideas related to class suicide, authority and freedom, political clarity, educational directivity and epistemological circling can enhance social justice educators approach to recognizing personal prejudices, negotiating emotions, personal disclosure, and navigating authority in educational settings. Through phenomenological reflections on my social justice education practice as a curriculum designer and facilitator within higher education, Freire’s ideas are used to analyze my experiences and provide insight for how I can re-imagine my practice to contribute to democratic, participatory educational processes for students. Openly offering my praxis aspires to provide insight for how others may also use Freire’s broader works to engage in praxis themselves.

Developing an intersectional social justice praxis in student affairs is important given the wide sweeping economic and political shifts are occurring in society and are creating shifts within higher education environments. These shifts, referred to here as neoliberalism, adversely affect already minoritized populations (e.g., trans* students). Simultaneously, higher education professionals, particularly those in identity-based centers, seek solutions to common student problems (e.g., campus climate) through policies and practices, which may inadvertently advance a neo-liberal agenda. I propose a framework that seeks to develop policies, programs, and practices that work to subvert neoliberalism, or at the very least stop the advancement of neoliberal ideology within student affairs. In this article, I argue adoption of this framework in student affairs using findings from an exploratory study about the experiences of transgender college students. The framework calls for social justice approach grounded in Critical Trans Politics and draws on notions of intersectionality to understand the effects of larger social forces on individual students’ experiences.

Educational approaches across fields of study are increasingly shaped by their encounters with emergent technologies and the literacies they instigate. The use of technology in the classroom is uneven, and often corresponds to socioeconomic indicators of the community in which the school is located. In Education and Social Justice in a Digital Age, Rosamund Sutherland offers a conceptual framework and concrete recommendations for contemporary teaching and learning.