NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1027859
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1521-0960
Using Social Justice Vignettes to Prepare Students for Social Action Engagement
Burrell Storms, Stephanie
Multicultural Perspectives, v16 n1 p43-49 2014
One of the learning goals for social justice education courses is to prepare students for social action engagement. Teaching students about issues related to social justice is complex. Prior studies have found a positive relationship between student enrollment in social justice education courses and action-oriented outcomes. While these findings are promising, we as social justice educators need to know more about effective teaching strategies used in social justice education courses that prepare students for social action. In this article, the author describes one method she designed using social justice vignettes to help students recognize social oppression in their daily lives and practice interrupting various "isms" in a safe classroom environment.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A