Vignettes for Social Justice Learning

ABSTRACT

This paper presents a classroom exercise using six open-ended and non-directive vignettes developed as part of a larger research study on the effects of active learning on values, compassion, and action. The vignettes are a useful tool for teaching about paths to social justice and ways to address systemic inequalities. Students are asked to review hypothetical third-person scenarios then respond with suggestions for what action should or could be taken in that scenario and why. This approach allows students to consider the contextual micro and macro facets of a social encounter and offers faculty the opportunity to incorporate theoretical application and highlight connections to broader social forces. Used as an active learning exercise, group discussion of the vignettes provides a platform for students to explore how individual agency is connected to both reinforcing and challenging structural arrangements via social action. Full vignettes, examples of student feedback on the activity, and suggestions for variations in classroom use are included.

KEYWORDS:

• Active learning
• social justice
• vignettes

Acknowledgments

I am grateful to my students, Kathy Feltey, and Beth Williams for their insights, constructive feedback, and excellent suggestions on previous versions of the vignettes and discussion prompts.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Angela M. Adkins

Angela M. Adkins is a professor of sociology in the Department of English, Language, and Social Sciences at Stark State College, where she received the 2014–15 Distinguished Teacher of the Year award. Her research interests include social psychology, inequalities, SoTL, and computer-mediated interaction.