Griffiths, Morwenna. (2003). Action for Social Justice in Education: Fairly Different. Reviewed by Amy E. White, University of North Carolina at Charlotte

Griffiths, Morwenna. (2003). Action for Social Justice in Education: Fairly Different. Philadelphia: Open University Press. Pp. xv + 166 $31.95   ISBN 0-335-19901-1 Reviewed by Amy E. White University of North Carolina at Charlotte March 3, 2005 This work offers many thought provoking features, and is useful for promoting much discussion among those interested in the ideas related to social justice in education. The author offers ten individual chapters in a manner that would allow the reader to read the entire book, or simply to select the portions that are most germane to his/her interest. The topics offered range from a discussion of useful theories of social justice to self-esteem and empowerment as they relate to social justice, particularly in schools. The author presents ideas that are quite innovative and bear a much closer look than one reading will allow; the notion that social justice is a verb among them. The theoretical underpinnings of the discipline are carefully chronicled, although, for the reader who is unschooled in philosophical rhetoric, the discussion may be hard to follow. The two-part division (describing differences and a framework for schools) helps the reader separate the theory from the application directly to schools, and is useful in dissecting the text. The most obvious strength of this work is the number of voices added to the chapters in the form of carefully chosen personal narratives. These personal journeys argue main points or offer example and illustration of points made by the author. These narratives are particularly useful to the practitioner in the field, who may well find these stories strike numerous chords with their personal teaching experiences and give them many long hours of thinking about their personal practice.. The diversity of contributors also makes a welcome addition to the theories presented by the author. Another strong feature is the feedback and comment solicited by the author and included in the book in the form of “answering back” sections amended to the chapters presented. With this format, the reader not only has access to the author’s view on social justice, but the reflections and thoughts offered by numerous other voices; adding a diversity that rounds out each chapter nicely. Though the author is an obvious expert and strong voice for change, the presentation of the material can, at times, be difficult to follow. For many practitioners, interpretation of the text will be difficult. Also, as the author points out, the work focuses primarily on the state of social justice in Britain. While these topics are certain to have wide appeal in other Western countries, the idiomatic language, unique to Britain’s school system, may prove a hindrance to readers outside this system. Another minor weakness comes from the “stand-alone” chapters presented by the author. While readers may isolate a point of interest to read (a definite strength), the references to other chapters, the loss of context and the repetition needed for continuity make this very thought-provoking book more difficult than necessary. Certainly the offering is thoughtfully written, and the author’s passions for justice obvious and exciting. There are many audiences that can benefit from the work, but practicing teachers may lack adequate time to sift through all the theory to glean from the practical advice offered. The personal narratives offered do supply a stunning array of school experiences that are worth reading by any teacher. Though the book may be too long a journey for practitioners, those who educate teachers and have the potential to stoke this fire in them should certainly make time to peruse this offering. About the Reviewer Amy E. White is an assistant professor of Middle and Secondary Education at the University of North Carolina at Charlotte. Her primary research interests are social justice issues such as equality of education, teacher quality and civil rights in the schools. Before coming to UNCC, she taught political science at the University of North Texas.