A Shared Journey Toward Social Justice Activism

Authors

DOI:

https://doi.org/10.5195/ie.2025.587

Keywords:

social justice and advocacy, education, White identity, narrative, transformation

Abstract

As a two-educator household, we entered the University of South Carolina’s EdD program in the spring of 2020 expecting to earn a degree that would provide greater financial support for our family while simultaneously refining our teaching practices. However, the program’s emphasis on social justice and advocacy resulted in more than just additional letters after our names—it transformed and reshaped our identities and perspectives, not only as individuals, but also as educators and parents. We were challenged to confront our assumptions and positionalities, broaden our understanding of equity, and embrace our roles as agents of change within our immediate spheres of influence. This article follows our shared journey and incorporates honest self-reflections of two White educators turned social justice advocates through the discovery of our White privilege and an increased awareness of the social injustices in our world but most acutely in our profession.

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Published

2025-11-11

How to Cite

Sox, D. S., & Sox, J. T. (2025). A Shared Journey Toward Social Justice Activism . Impacting Education: Journal on Transforming Professional Practice, 10(4), 65–70. https://doi.org/10.5195/ie.2025.587

Issue

Vol. 10 No. 4 (2025): EdD-Activism: The Dissertation in Practice and Beyond

Section

Themed- EdD-Activism: The Dissertation in Practice and Beyond

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Copyright (c) 2025 DiAnna S. Sox, Jason T. Sox

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