Preparing Students for Social Action in a Social Justice Education Course: What Works?

Abstract

The purpose of this study was to explore students' perceptions of how the curriculum and teaching strategies in a social justice education course prepared them for social action engagement. Past studies using a similar approach to teaching about social justice issues did not include student interviews. Students' perspectives can shed light on how experiences in a social justice education course prepared them to challenge social oppression and work toward equity in their daily lives. Six students were interviewed one semester after they completed a social justice education course. Findings indicated teaching strategies (e.g., experiential activities) that included students' lived experiences increased their personal awareness, empathy, confidence, and knowledge about tools for social action. These teaching strategies were identified more often than content as key in preparing students to take action. Classroom implications are discussed. Due to the increased ethnic, religious, and linguistic diversity of the United States, college students must develop the knowledge, attitudes, and skills necessary to live and participate effectively as global citizens in a complex democracy. Checkoway (2001) argues, "Students

¿Qué creencias sostienen estudiantes de pedagogía, profesorado en servicio y personal académico formador de docentes, en Chile, sobre la pobreza?

“…El peligro de no atender a esta demanda podría profundizar los efectos negativos, ya que como señala Burrell (2012), "lack of experience with diversity can cause misunderstandings among social groups, especially if the information learned about one another comes from unreliable sources that perpetuate stereotypes, prejudice, and bias [la falta de experiencia con la diversidad puede causar falta de comprensión entre grupos sociales, especialmente si la información aprendida sobre los otros viene de fuentes no confiables que perpetúan los estereotipos, el prejuicio y el sesgo]" (p. 547).…”

Understanding How Family Science Interns Conceptualize Social Justice

“…Accordingly, some scholars suggest a need for increased inclusion of social justice theories and application in academic curricula. This could be helpful given the negative impact on people and families created by disparities and oppressions that continue to exist (e.g., Pittman, ; Storms, ). While social justice, which has been strongly influenced by the fields of feminism, multiculturalism, and interdisciplinary studies, has given birth to these need‐based calls (Goodman et al., ; Mallinckrodt, Miles, & Levy, ), research has found that experiential learning such as service learning and internships has the capacity to promote strong social justice outcomes among students (Gillis & Lellan, 2010; Storms, ).…”

“…2004; Mallinckrodt, Miles, & Levy, 2014), research has found that experiential learning such as service learning and internships has the capacity to promote strong social justice outcomes among students (Gillis & Lellan, 2010;Storms, 2012).…”

“…Currently, the majority of social justice research that exists focuses on graduatelevel training as opposed to undergraduate training, especially in the areas of psychology (e.g., Burnes & Manese, 2008;Mallinckrodt et al, 2014) and counseling (Beer, Spanierman, Green, & Todd, 2011). However, there is a small body of research on undergraduate students that says exposure to social justice in education is related to reduced bias toward others and increased social advocacy aimed at creating a more just and fair world (Alimo, 2012;Hackman, 2005;Pittman, 2009;Storms, 2012).…”

Social Studies Teachers’ Perceptions and Experiences of Social Justice

“…For one, while the administrative aspects of social justice have been addressed in these studies, its class-based aspects have remained largely ignored. International studies on social justice, by contrast, have focused on school administrators (Bruccoleri, 2008), the development of social justice curriculum (Henderson, 2009), preservice teachers (Lee, 2011), and student perceptions (Storms, 2012). Meanwhile, other research has examined social studies teachers' perceptions and experiences of social justice (Bender-Slack & Raupach 2008;Samuels, 2014) and their in-class practices (Good, 2010;Philpott, 2009;Robertson, 2008).…”