The Lantern, 2018-2019

The Treasure Buried in Ponce de Leon\u27s Fountain of Youth Archaeological Park • High Cards on the Low River • Sestina of a Vagina left in the microwave too long • Keeps on Tripping • The Auction • Nuclear Meltdown on Seedship C5B.6 • Cock Fight • An Interview with God • Minimum Wage • Star-Crossed Lovers • Romeo Echo Alpha • PM Entertainment, or Action Beats • The Gospel of Aggregates • Hel Hath no Fury • Crossing the Line • Mango de la hora • Stress Judgment • Perception (Part 2) • Rain Falling Up • Church: the Italian Market • Landscape with the Fall of Hillary • Forced to Ponder • Morally Upright • Adulthood • Migration in Tandem • Hospital Bed • To Autumn (After Keats) • Selected Tweets • Hidden Moments • Mysteries are Wrong • Jukebox Memory • Flames • A Simple Moment • The Farmhouse • Lord, Let Me Catch a Fish • Sun-Kissed • Five • The Thing • The Moons of Mars • You are Weak • You Kept Me Quiet • Offer Her a Seat • Sacraments • Cigar • The Lake George Mafia • Houses • Spun Out • To Romanticize the Restless • 12/25/17 • skylight • lanternflies • Goo Girls • Toi Le • Lovers, Thinkers, Rebels • home in paradise • Irreverence • The Fisherman • St Mary Episcopal Cathedral, Edinburgh • Mirror 2https://digitalcommons.ursinus.edu/lantern/1187/thumbnail.jp

The Curriculum of Change: Aims and Methods of a Social Justice Education

This paper seeks to explore the place of social justice as a goal of education and to offer suggestions for teachers in implementing this goal into their classrooms. I argue that social justice is a necessary aim of education and lay out two main understandings of what precisely that aim demands. Specifically, I explore arguments regarding whether social justice education should prioritize granting marginalized students access to power through schooling or whether it should prioritize a more radical transformation of unjust systems. Ultimately, I argue for a need to further emphasize this latter goal, and I propose ideas for teachers looking to do so. These recommendations take the form of both content and practice suggestions. In crafting these arguments, I draw primarily on educational theorists and philosophers. I conclude by discussing examples of pre-existing programs that can be classified as providing a social justice education. These programs allude to the many possible forms that such an education can take, and further support my central claim that education is a necessary component for the pursuit of justice overall