ABSTRACT
Movements for social justice in the United States historically have concerned themselves with education in two fundamental senses. Every self-conscious movement for reform and for deeper social change has undertaken efforts to educate its own membership, a process that has meant challenging the dominant ideas of the time about the content and form of “proper” education. And social justice movements have sought to change the institutional norms of education, often coming to challenge the dominant understanding of education entirely. From its inception in the United States, education has been a contested terrain and remains so today.
