THE ORIGINS AND THEORY BEHIND SOCIAL JUSTICE EDUCATION AND
WHICH SCHOOLS EMPLOY IT AND WHO PAYS FOR IT
(August 29, 2011)
If you ask the average person on the street what social justice means and they
would probably tell you things like equality for everybody, not being racist, or what
Wikipedia says,” generally refers to the idea of creating a society or institution that
human rights, and that recognizes the dignity of every human being.1
Social justice is based on the concepts of human rights and equality and involves
developmental economists refer to as more equality of opportunity than may currently
exist in some societies, and to manufacture equality of outcome in cases where
incidental inequalities appear in a procedural just system.2
Most people see it as some kind of moral cause and they like it because it sounds
Where Does This Theory Come From?
The theory probably always existed. In 1840, the concept “social justice” was
Aquinas . It is heavily imbedded in the teachings of many religions. The idea was
further propagated by John A. Ryan (a moral theologian who initiated the concept of a
living wage). A living wage is the minimum hourly wage necessary for a person to
survive.3 Another notable scholar “Father Coughlin” used the term quite heavily in
green parties worldwide.4 Iniatially, “social justice” was a part of religion. It was
religion that was supposed to teach this. In 2008, 32 % of evangelical Christians
between the ages of 18 t 29 voted for Barack Obama. Twice the percentage of whom
had voted for Kerry in 2004. 5 They did this in part because they thought it was the
moral thing to do. In order to understand what made them do this, we took a look at
the education system and where “Social Justice education” comes from.
THE TRANSFORMATION FROM RELIGION INTO THE SECULAR SOCIETY
From Jesuit Luigi Taparelli to Bill Ayers (Ultimately to you)
In order to understand this transformation and to understand Bill Ayers and Barrack
Obama one must acknowledge the works of socialist professor John Rawls (1921-
2002). He is of significance because he would become a leading figure in moral and
political philosophy, which the general theses is centered on “social justice.” It is his
works that have propagated to actual courses (and eventually social justice education
departments) being taught in Universities nation wide.
In 1950, this man earned a Ph.D. from Princeton University. Following, he was offered
a position and remained there until 1952. In 1952, he received a Fullbright Fellowship
to Oxford University (Christ Church) where he was heavily influenced by liberal
political theorist and historian Isaiah Berlin and legal theorist H.L.A Hart. He
returned to the USA and became an associate professor at Cornell and eventually a full professor of philosophy there. After receiving tenure at MIT, he then went on to Harvard and taught for 40 years. It was at Harvard where he became heavily influential in moral and political philosophy and trained some other notable activists including Martha Nussbaum, Thomas Nagel, Onora Oneill, Adrian Piper, Christine Korsgaard, Susan Neiman, Claudia Card, Thomas Pogge, and Paul Weithman.6
In 1971, this professor wrote a book called, “ A Theory of Social Justice.” In this book, he attempts to solve the problem of distributive justice by utilizing a variant of the familiar device of the social contract. Rawls argues for a principled reconciliation of liberty and equality. The resultant theory is known as “Justice as Fairness”, from which Rawls derives his two famous principles of justice: the liberty principle and the difference principle.7.
The first theory of “social justice” says, “Each person is to have an equal right to the most extensive basic liberty compatible with a similar liberty for others.”8 According to Rawls, this first principle may not be violated. It is law.
The second principle centers on social and economical inequalities and say,
“They are to be of the greatest benefit to the least-advantaged members of society
(what he called the difference policy), and, “ offices and positions must be open to
everyone under conditions of fair equality of opportunity.”8 To achieve this, we must
redistribute the wealth from the wealthy via taxes and demonize them if they don’t go
along with this.
To develop these principles, Rawls places everyone in the original position. The
original position is a hypothetical state of nature used as a thought experiment to
develop Rawls’ theory of justice. People in the original position have no society and are
under a veil of ignorance that prevents them from knowing how they may benefit from
society. They lack foreknowledge of their intelligence, wealth, or abilities. Rawls
reasons that people in the original position would want a society where they had their
basic liberties protected and where they had some economic guarantees as well. If
society were to be constructed from scratch through a social agreement between individuals, these principles would be the expected basis of such an agreement. Thus, these principles should form the basis of real, modern societies since everyone should consent to them if society were organized from scratch in fair agreements. Since the late 60’s and 70’s Universities have offered courses in moral Philosophy and social justice. Berkeley, University of Saint Louis,, University of Missouri, Harvard to name only a few. At Harvard you can register for A710f: Social Justice in the Undergraduate Experience. At Rutgers, there is an entire Department called the Social Justice Education Department. You can also receive a minor in it. To view their courses go here: http://womens-studies.rutgers.edu/undergraduate/social-justice-mino. To see how they fund this, go to the funding section of the article below.
At the University of Massachusetts at Amherst, the Social Justice Education Department falls under their Education Department. Their agenda includes indoctrinating teachers as well as everyone else. Here is their agenda.
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:
- 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 advocacy10
These bodies of knowledge provide the basis for the core competencies included in the
masters, CAGS and doctoral programs.
Social Justice programs are spreading like a cancer. They continue to knock groups
such as heterosexuals, whites (particularly the white male), and those who are
achievers. It continues to mock capitalism in favor of socialism.
THE RESURGENCE OF BILL AYERS
In the upcoming months, we will see campuses and public school systems nation wide
adoptingsocial justice department and courses etc. Bill Ayers is a retired unrepentant
terrorist professor who taught at The University of Chicago. A colleague of his is
Martha Nussbaum-a student of Rawls. It is unclear if Ayers know Rawls. However, it
was here where he became a leading advocate of social justice. He gets student to
believe that they are victims of an unjust oppressive society and that America is
inherently racist. After a few years of this, he gets them ready for a revolution. Nowhere was this more evident then at Montclair (which is to come up again later in the article). Ayers, having received his P.H.D degree at Columbia Teachers College, has become a welcomed lecturer there and at other teacher training schools (once
again, Montclair). The idea here is to indoctrinate teachers so they can influence the
next generation. See the following sites: http://www.teachersforjustice.org/2007/09/about-tsj.html;
These are just to name a few. He does teacher training and professional development
for the Chicago Public Schools.
Overall, his policies have had a major effect on teachers who are using their courses to
promote socialist notions of wealth distribution, diversity, environmentalism, and to
punish students by giving them low grades or not passing them if they resist. The
Department of Education lists 15 high schools whose mission statements have their
curricula center on “social justice.” 11(Montclair is one of them-not the college, see below).
In the 1990’s Obama worked closely with Ayers on the Chicago-Annenberg Challenge. Obama headed it and Ayers co-chaired CACs Collaborative. CAC headed by Obama made fiscal decisions while the Collaborative set the education policy. In other words, Obama funded projects chosen by Ayers.
Ayers was the founder and developer of a project known as “small schools.” This was
basically a scheme that enabled Annenberg grants to be guided to “social justice”
themed schools built around specific political themes such as inequity, war, and
violence. This movement was heavily funded by CAC. In fact CAC gave 160 million in
grants to “school reform projects.” 12
Much of the money for these school reform projects was funneled through third party
organizations. The schools were required to affiliate with these groups and one was
called ACORN. How coincidental.
The National Association of Scholars reports that the term “social justice” means, “the
advocacy of more egalitarian access to income through state-sponsored
redistribution.”11 Another words, spread the wealth around.
David Horowitz of the Freedom Center states, “social justice teaching is shorthand for
the opposition to American traditions of individual justice and free market
economics.” He says, “It teaches students that “American society is an inherently
oppressive society systemically racist, sexist, and classist and thus discriminates
institutionally against women, nonwhites, and working class poor.”12
Education week defines “social justice teaching” as teaching kids to question whoever
happens to hold the reins of power at a particular moment. It’s about seeing yourself
not as a consumer, but as an actor and critic in the world around you.
RECENT MONTCLAIR INCIDENT DISCOVERY AND FOLLOW UP
MONTCLAIR PUBLIC SCHOOLS ADOPT SOCIAL JUSTICE EDUCATION
On March 21 of this year, Mrs. Finkle (Campusteaparty group leader) and co –
buddy Dan Haggerty got the discovery and surprise of their life. Mrs. Finkle who was
working with some college personnel on recruiting conservative students and was
about to charter the group. During the Student Government Association encounter,
Mrs. Finkle was hauled in the office by personnel and told about the coming of Bill
Ayers. She then brought in co-buddy Dan Haggerty of Americans For Liberty who also
witness the event. Within minutes the entire state of NJ was notified of Bill Ayers. Bill Ayers gave a speech about education to approximately 70 SDS students and 75 teaparty.
What Mrs. Finkle did not know at the time was that Bill Ayers arriving might have had a dual purpose. Upon the tracing of which districts have their curriculum centered
around Bill Ayers “social justice education” Montclair high school is one of them.
Somewhere along the way the Board of Ed of Montclair approved this. For a complete
description and find of this please download the file or go to
http://www.montclair.k12.nj.us/WebPage.aspx?Id=442. The Course is called
“American Social Justice 11nth Grade English.” Its’ description is as follows,
“Course Description: American Social Justice (ASJ) is a two-year English and History
interdisciplinary program with a strong emphasis on the impact that social movements
have had on the development of history, humanities and the arts. ASJ is based upon
the Small Learning Community (SLC) model where students build close working
relationships with staff and fellow students. Students will actively engage in
curriculum that focuses on the themes of social justice and use their knowledge to
promote issues of social activism within their own community. Students will receive
individualized student mentoring, develop and implement community service programs and fundraisers, conduct extensive research and develop study, time-management and test taking (i.e. S.A.T.) skills. ASJ meets for three periods a day. English and History classes are conducted in two-period block on alternating days with the additional period used for program planning- community service, mentoring, study skills. Students receive a total of 15 credits a year: 5 English, 5 for History and 5 (pass/fail credits) for the program planning class.”13
FUNDING FOR THE UNIVERSITIES AND PUBLIC SCHOOL SOCIAL JUSTICE PROGRAMS.
Funding for the Social Justice Education courses offered at the university level comes
from student tuition and state aid such as grants. Rutgers is one of only a handful of
Universities that receive National Science Foundation (NSF) FUNDS. It is in part to
increase diversity and the number of women in what they call Stem (Science.
Technology, Education and Mathematics) Disciplines. Funding for this grant comes
from The Affordable Healthcare Act and will increase 100 million annually until the
year 2019.14 There are several things from this. These grants are for minority and
underrepresented students only. So, here we go again-another handout. And, if you
are of a particular skin color and gender, you are getting a double whammy because
you will have to pay for this when your health care goes. Up. Second, this $100 million
could be better spent elsewhere like creating employment opportunities. Because of
this money coming out of the new healthcare act, we will be seeing social justice
programs everywhere both in the public schools and universities. Rutgers and other
Universities have also required students take a certain amount of credits in this
department in order for students to graduate. In other words it is being forced on the students.
Funding for the k-12 has come also from universities, special grants (like CAC), and
you the taxpayer. The next school board date for Montclair is: 9/19/11. It is open to
the public. Location: George Innes Annex (Directly across from the High school
which is located at 100 Chestnut Street).
Public Portion begins 7:30
There are two members of the Board currently serving on the curriculum committee. The Board can be reached at 973-509-4000. To access the school board website go here: http://www.montclair.k12.nj.us/WebPage.aspx?Id=12.
2 “Social Justice,” Wikipedia Encyclopedia
9” Bailey W. Jackson & Ximena Zuniga, “School of Education Department of Student Development and Pupil Personnel Services (SDPPS) Social Justice Education Concentration,” Site created and maintained by The Social Justice Education Department of the University of Mass. Amherst. http://www.umass.edu/sje/
10 Phyllis Schlafly, “Social Justice, Code Word for Anti-Americanism”, January 2009, http://www.eagleforum.org/psr/2009/jan09/prsjan.09.html
11 Phyllis Schlafly,” Social Justice, Code Word for Anti-Americanism”
12 Phyllis Schlafly, “Social Justice, Code Word for Anti-Americanism”
13 ”Small Learning Communities and Social Justice Learning Center,” Site Maintained and created by the Montclair Board of ED of NJ. http://www.montclair.k12.nj.us/WebPage.aspx?Id=442. 8/20/11
14 In the STEM Fields, How Hispanic Students Pay for Their Education Affects Success,” The Chronicle, Site created by The Chronicle, 11/9/09 http://chronicle.com/article/In-the-STEM-Fields-How/125318/
Board of ED of Montclair, “Small Learning Communities, Social Justice Center,” http://www.montclair.k12.nj.us/WebPage.aspx?Id=442. (8/25/11)
Ashburn Elyse, “In the STEM Fields, How Hispanic Students Pay for Their Education Affects Success,” The Chronicle. http://chronicle.com/article/In-the-STEM-Fields-How/125318 (8/25/11)
Horowitz David, “Introducing George Soros,” Discover the Networks.Org . A Guide to the Political Left. http://www.discoverthenetworks.org/individulprofile.asp? indid =977. (8/24/2011)
Jackson W. Bailey & Zuniga Ximena, “School of Education Department of Student Development and Pupil Personnel Services (SDPPS) Social Concentration Justice Education ,” University of Mass. Department of Social Justice Website. http://www.umass.edu/sje/. (8/24/11)
Langbert, Mitchell, “ Origins of Social Justice Education: Kohlbergs Moral Maturity Theory,” NAS BLOG. http://www.nasblog.org/2010/01/28/origins-of-social-justice-education-kohlbrgs-moral-maturity-theory. (8/24/11)
Schlafly, Phyllis.“Social Jusice: Code Word For Anti-Amercicanism,”Eagle Forum. http://www.eagleforum.org/psr/2009/jan09/psrjan09.html. (8/24/11).
Office and property of The Campusteaparty
Copyright date 8/25/11
Author: Doreen Finkle
 “Social Justice,” Wikipedia Encyclopedia