The Praxis Assignment: Experiential Learning in a Large Social–Community Psychology Class

Abstract

In this article, a faculty member, a graduate student teaching assistant, and four undergraduates describe their experiences with a "Day of Social Justice Praxis Assignment" as a form of experiential learning in a 120-person social-community psychology course. The faculty member lays out the goals of the course and her hopes for the specific assignment. The undergraduates reflect on their experience with the assignment, and the graduate student contextualizes how their work is reflective or not reflective of the work produced in the class and course concepts. The article ends with a critical and frank discussion of the benefits and drawbacks of the assignment.

We Need More Praxis: A Case for Praxis Assignments in Psychology Courses

“…One of the most rewarding aspects of assigning the praxis assignment are the wonderfully creative projects that emerge. Many students in our fall 2020 courses created flyers and pamphlets, consistent with Langhout et al's (2013) experience of the praxis assignment. Yet, some students took the assignment to new creative heights, using social media platforms such as TikTok to make short videos visible to thousands of followers, making mini-documentaries to make information on a social justice topic accessible, and organizing a public event with a panel of activists streamed on Facebook Live.…”

“…An example of a small-scale praxis assignment is described by Langhout et al (2013). The authors (the professor, a grad teaching assistant, and four undergraduates who took the class) describe their experience with a praxis assignment entitled, "A Day of Social Justice Praxis Assignment," assigned in a large 120 person community psychology course at UC Santa Cruz.…”