Document Type

Article

Article Version

Post-print

Publication Date

2012

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.

Comments

Copyright 2012 Taylor & Francis (Routledge)

The author's post-print version has been archived here with the permission of the copyright holder.

Publication Title

Equity & Excellence in Education

Published Citation

Storms, Stephanie Burrell. "Preparing Students for Social Action in a Social Justice Education Course: What Works?." Equity & Excellence in Education 45, no. 4 (2012): 547-560. DOI: 10.1080/10665684.2012.719424

DOI

10.1080/10665684.2012.719424

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