No abstract

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

No abstract

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

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