Teaching social justice: Reframing some common pedagogical assumptions

Authors

  • Danya Davis University of the Witwatersrand
  • Melissa Steyn University of the Witwatersrand

DOI:

https://doi.org/10.38140/pie.v30i4.1780

Keywords:

Social justice education, whiteness, pedagogy, critical pedagogy, resistance, dialogue, student experience, race, safety, discomfort

Abstract

Drawing on scholarship in Critical Pedagogy, this article speaks to the debate about pedagogical approaches within social justice education (SJE). The article addresses itself to privileged positionality within the context of university-based SJE, with a specific focus on race and whiteness. As a conceptual piece, it addresses some key considerations when working with liberatory pedagogies towards conscientising people from dominant positionalities, challenging some pedagogical assumptions that have achieved virtual common sense status. It indicates that we should reframe student resistance, cautions about uncritical use of dialogue and student experience in methodologies, and problematizes the advocacy of safety as a prerequisite for SJE. We end by outlining the reasons why firmly challenging students, though uncomfortable and controversial, may be necessary.

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Published

2012-12-14

How to Cite

Davis, D., & Steyn, M. (2012). Teaching social justice: Reframing some common pedagogical assumptions. Perspectives in Education, 30(4), 29–38. https://doi.org/10.38140/pie.v30i4.1780

Issue

Section

Research articles