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ERIC Number: EJ1150937
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: ERIC
ISSN: ISSN-1068-3844
3-C Models Teaching Tools to Promote Social Justice
Marbley, Aretha Faye; Rouson, Leon; Burley, Hansel; Ross, Wendy; Bonner, Fred A., II; Lértora, Ian; Huang, Shih-Han
Multicultural Education, v24 n2 p2-10 Win 2017
Equipping future professionals and educators with critical global multicultural competences and skills to work with people from diverse backgrounds is a challenge for both predominantly White institutions (PWIs) and Historically Black Colleges and Universities (HBCUs). The major objective of this article is to introduce an adaptable model with an array of strategies from the authors' experiences teaching diversity that can be applied to teaching social justice. These strategic models and conceptual frameworks emerge from the authors' disciplines and their personal experiences as African American faculty teaching in PWIs and a HBCU. This approach is one that can be helpful to instructors, regardless of discipline, as they teach courses related to diversity, multiculturalism, and social justice. Further, the article will provide a framework for instructors to evaluate their personal approach to teaching diversity and social justice. It is particularly useful in understanding some of the resistance and negativity that are inherent in courses that challenge students' values and belief systems. Women and people of color who teach these courses may find that the authors' stories affirm and validate their own experiences in both PWIs and HBCUs. Accordingly, this article provides a provides a snapshot of a social justice, philosophical, pedagogical, and practical conceptual framework for teaching social justice to culturally diverse college students which those students in turn can use to teach their students and clients to analyze systems of inequality and discrimination.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A