“… [S]ocial justice education is both a process and a goal. The goal of social justice education is full and equal participation of all groups in society that is mutually shaped to meet their needs. Social justice includes a vision of society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure. We envision a society in which individuals are both self-determining (able to develop their full capacities), and interdependent (capable of interacting democratically with others).” – Lee Ann Bell,”Theoretical Foundations for Social Justice Education” (1997)

From an educational perspective, all systems that are part of an educational model must be considered as part of social justice reflective practice (see graphic above). It is not enough to incorporate a book by a Black author during Black History Month. It is unacceptable to lean on “colorblindness” and to suggest that we don’t see difference or that everyone experiences differences and it would be “better” to only focus on what human traits we share. Difference is important. It is a defining element of who someone is. To deny that difference is to erase part of that person’s identity.

Current social work research indicates the following issues as most pressing today: voting rights, climate justice, health care, refugee crisis, racial injustice and equity, income gap, and gun violence. When we think about teaching for social justice, we must also maintain teaching perspectives that are culturally relevant and responsive.