Abstract
Instructors face several pedagogical challenges in effectively engaging undergraduate students in developing social justice competency (Adams, 2007). The overall pedagogical framework of social justice education is to integrate "affective, personal, social, and experiential dimensions of teaching and learning" (Adams, 2007, p.15). Most importantly, social justice education demands equity of voice from students who yearn to equip them with skills to tackle social injustices because of differential distributions of power and privilege. The "Seeking Social Justice Podcast" project prepares students to understand diverse groups of people residing in the United States and their communities, including racial and ethnic groups and other populations defined by gender, sexual orientation, income, physical and mental ability, age, and religion. The project will facilitate skill development for culturally competent undergraduate students through self-examination, experiential learning, and critical reading of class materials.
Recommended Citation
Qi, Ziwei
(2023)
"Social Justice begins with me: The making of "Seeking Social Justice Podcast" for an undergraduate-level interdisciplinary class,"
Feminist Pedagogy: Vol. 3:
Iss.
5, Article 7.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol3/iss5/7