Teaching social justice: reframing some common pedagogical assumptions
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Date
2012-12
Authors
Davis, Danya
Steyn, Melissa
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
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.
Description
Keywords
Social justice education, Whiteness, Pedagogy, Critical pedagogy, Resistance, Dialogue, Student experience, Race, Safety, Discomfort
Citation
Davis, D., & Steyn, M. (2012). Teaching social justice: reframing some common pedagogical assumptions. Perspectives in Education: Rethinking citizenship and social justice in education: Special Issue, 30(4), 29-38.