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Abstract

This study highlights a promising practice for learning and teaching in social justice or diversity courses in graduate preparation programs (GPPs). In these contexts, pedagogical approaches that both challenge and support students’ understanding of core concepts of social justice curriculum. Novel to the social justice courses in this study was a two-part photo project wherein students from dominant and non-dominant identity groups benefitted from the curriculum. Interpretations are based on qualitative data from students and faculty in a required social justice course in a GPP. Findings are presented through an imperfect narrative among study participants.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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