Descripción
By Sharon M. Chubbuck, Rebecca Lorentz
Our efforts to form socially just teachers have led us to explore and incorporate aspect of critical pedagogy and Ignatian pedagogy in our teaching practice. In this multilayered experience of teaching for social justice, we find ourselves wrestling to clarify for ourselves and for our students why this social justice focus warrants our efforts, what comprises a social justice curriculum, and just what sort of pedagogy can be used to effectively teach that curriculum, by us to them and by them to their future students. We find our students engage in similar struggles to understand the why, the what, and the how of the call for justice in education.