"You Must Accept Them and Accept Them With Love"--The Privileged Elite and the Struggle for Educational Justice

Carla Shalaby


Working from the belief that a humanizing education for the privileged elite is a necessary element of the larger struggle for educational justice, this paper sketches a course for pre-service educators that seeks to model an active commitment to love. After defining love as a political act, I identify and explain three critical lessons in a loving pedagogy for privileged educators-in-training, using student work to anchor the ideas throughout. Ultimately, I argue that regardless of whom we teach, leveraging the power of love to resurrect the human being of our students should be the goal of any practice rooted in the struggle for educational justice.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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