Starting from the idea that we can fuse the 'moral' and the 'intellectual' projects in teaching, she makes a distinction between socially just pedagogy and social justice pedagogy. A socially just pedagogy is one which initiates students in to the powerful knowledges and ways of knowing, and which provides students with the means to engage with and critique these knowledges. On the other hand she writes that 'Social justice pedagogy should, in other words, offer possibilities for transformation, not only of the learner but also of the social and political contexts in which learning and other social action take place (Saunders, 2006)". This is a broader purpose, and I would assume that the former is part of the latter, broader purpose. She covers various approaches:
- Social Justice as Access to Expert Subject-Matter Knowledge (this, she claims has largely fallen by the wayside)
- Social Justice as the Foregrounding of Everyday Knowledge (this is more of a 'way in' than an endpoint)
- Social Justice as Access to Useable Disciplinary Knowledge and Ways of Knowing (though valuable, this will not lead students to criticality)
- Social Justice as Access to Knowledge Via Access to Ways of Producing Knowledge (thus enhancing students' capacity for synthesis and critique).
"It is not enough to talk about developing disciplinary literacy as useable knowledge for the average citizen. Producing and assessing knowledge in the disciplines and in everyday life relies heavily on one’s ability to access, interpret, critique, and produce texts, both oral and written, on both paper and electronic media. Those youth who come to school with high levels of fundamental literacy skill (see Norris & Phillips, 2002) across a range of textual media will be more likely to participate not only in advanced disciplinary study but also in civic conversations and activities driven by the natural and social sciences, by mathematical processes, and by themes and concepts informed via the study of literature (not to mention the domains of visual arts, music, and sports and fitness). Across these different perspectives, scholars agree that knowing how to connect disciplinary knowledge to everyday knowledge is necessary but not sufficient for full societal access. People need to be able to
navigate across disciplinary and everyday forms of representation, including print, numerals, and other inscribed symbols." (p.33)