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 also 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.

Notes

Based on the conceptual framework found in Adams, Bell, and Griffin (1997, 2007)

The purpose of the larger study was to assess the effectiveness of a social justice education course in increasing students’ readiness for social action engagement. The primary method for the assessment was an analysis of students responses to a series of two vignettes administered at the beginning and end of the course. In addition, six students were interviewed about the course processes, activities, goals, and objectives that they believe are most effective in increasing their readiness for social action engagement (Burrell, 2008).

The student is referring to Readings for Diversity and Social Justice (2nd ed.) by Adams, Blumenfeld, Castañeda, Hackman, Peters, & Zúñiga (2010).

I define change agency as students developing confidence to enact change or take social and political actions.