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A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment
Author(s) -
Hahn Tapper Aaron J.
Publication year - 2013
Publication title -
conflict resolution quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.323
H-Index - 21
eISSN - 1541-1508
pISSN - 1536-5581
DOI - 10.1002/crq.21072
Subject(s) - intersectionality , empowerment , sociology , identity (music) , social justice , social identity theory , pedagogy , experiential learning , economic justice , gender studies , public relations , political science , criminology , social group , social science , law , physics , acoustics
This article explores a theoretical and practical understanding of social justice education through an examination of a US‐based intergroup educational organization running conflict transformation programs since 2005. Based on in‐depth interviews conducted with and surveys completed by administrators, educators, and student participants of the organization's programs, this article analyzes a case example of social justice education that integrates Freirean thought, social identity theory, intersectionality, and experiential education, including empowerment and responsibility education. Offering different programs aimed at distinct constituencies yet all based in the same pedagogy, the organization's primary goal is to empower participants to engage in social justice activism.