Two professors just published an entire anthology dedicated to teaching educators how to infuse their curriculum with "social justice concerns."
The book,
Promoting Social Justice Through the Scholarship of Teaching and Learning, published by
Indiana University Press, was spearheaded by Georgia Southern Professor
Delores Liston, and
Regina Rahimi, who teaches at Armstrong State University.
"[T]eachers must recognize their role as one as one of mentor, even peer, on the journey towards greater justice in society." Tweet This
Teachers should use both "critical pedagogy" and "transformative practice" in their classes to promote social justice, Rahimi and Lison argue in the book's introduction.
Critical pedagogy, they say, refers to "a variety of perspectives that encourage learners to think critically," including "multiculturalism, postmodernism, deconstructionism, constructivism, black feminist thought, critical race theory, and critical race feminism."
These theories must then be implemented through "transformative education" or "transgressive practice," both of which refer to the "use of critical pedagogy to engage students in the 'practice of freedom,'" Rahimi and Liston note.
Central to uplifting students is the recognition of students' "lived experience." The oppressed, the professors say, "know their own social locations," and therefore have "epistemic privilege" that gives them access to unique forms of information.
Comment: University offers 30 week program to train campus-based social justice warriors