Programs of Study
Frequently Asked Questions
Careers in SJE
University of Massachusetts
College of Education
159 Hills South
University of Massachusetts
Amherst, MA 01003
Student Development Department Office:
Ximena Zúñiga, Concentration Chair
College of Education
Department of Student Development (SD)
Social Justice Education Concentration
Social Justice Education is an interdisciplinary graduate program of study with a focus on social diversity and social justice education particularly as they apply to formal educational systems, kindergarten through higher education. The masters program of study focuses upon the use of reflective practice in Social Justice Education; the doctoral program of study focuses upon research that is informed by the use of reflective practice in SJE and the development on systemic approaches building and maintaining socially just educational learning environments. Our goals are to generate knowledge about social justice education and to apply new knowledge to the design and delivery of effective social justice educational techniques and systems.
Social Justice Education's central focus is the preparation of professional educators, counselors, and change agents who are able to understand and work effectively with social justice issues in formal educational settings. It provides graduate degree programs of study for educational professionals who teach and practice at all levels of the educational system, kindergarten through college. We hope to attract educational professionals whose primary responsibilities include teaching, school guidance and counseling, the supervision or professional development of teachers or school counselors, education administrators, student affairs programmers, special educators, or college residential educators.
Social Justice Education
Bodies of Knowledge and Practice
The approaches to theory and practice taken by Social Justice Education are rooted in the civil rights social movements of the past forty years, within which concepts such as social justice, oppression and liberation are central categories for analyzing, evaluating and transforming interlocking systems of discriminatory institutional structures and cultural practices and social behavior.
Students in social justice education study the inequities that people experience on the basis of their social group memberships, through systems of constraint and advantage reproduced through the social processes of exploitation, marginalization, powerlessness, cultural imperialism, and violence.
Social justice education pays attention to the resources that individuals, families, social groups and communities bring to personal and social change and to the transformation of educational institutions and practices.
Social justice education also pays careful attention to process in educational and structural interventions and practices. This attention to process includes balancing the emotional with the cognitive; acknowledging and supporting the personal while analyzing and intervening in social systems; attending to social relations within and among families, schools and communities; developing competencies in collaboration and interpersonal and intergroup relationships as well as education and advocacy.
The bodies of knowledge, research and practice that inform social justice education are interdisciplinary, drawn from anthropology; Black and ethnic studies; cognitive, developmental and social psychology; education; gay, lesbian bisexual, and transgender studies; history; literature; Judaic and middle eastern studies; women's studies; and sociology. It includes the following areas:
These bodies of knowledge provide the basis for the core competencies included in the masters, Ed.S. and doctoral programs.
- theories and research on socialization that inform the development of social identity and social group affiliations within families, schools, communities and other social institutions;
- the formation, maintenance, and interaction among in-groups and out-groups, and interventions that foster positive inter-group relations;
- prejudice and discrimination, the dynamics of power and privilege, and interlocking systems of oppression;
- forms of resistance and processes of empowerment and liberation created by individuals, families, and communities, and implemented within educational and other social systems;
- socio-cultural and historical contexts for, and dynamics within and among the specific manifestations of oppression (ageism, anti-Semitism, ableism, classism, ethnocentrism, heterosexism, racism, sexism, ) in educational and other social systems;
- socio-cultural and historical contexts for the Civil Rights Movement and other social liberation movements that found inspiration in it (such as the women's liberation movement, the lesbian, gay, bisexual, transgender rights movements, the disability rights movement, and liberation movements for communities of color);
- the interaction of students and families within multicultural schools and communities;
- models for designing, delivering and evaluating curriculum-based social justice education;
- models for designing, delivering and evaluating system-based social justice interventions within or among families, schools, school systems, and communities
- social justice intervention strategies such as conflict resolution, collaboration, or advocacy
For further discussion of the approaches taken in this program, please refer to M. Adams, L. A. Bell, & P. Griffin (Eds.) (2007). Teaching for Diversity and Social Justice (2nd Ed.). New York, NY: Routledge.
For additional information about our graduate programs of study and application process please click on the corresponding link on the left pane.
Should you wish to receive further information, please click here.