I begin this blog post with some extended context, an overview of the article.

The article A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment by Aaron J. Hahn Tapper provides a detailed description of an organization’s programs and their goals. It examines the organisations approach to experiential education, focusing on empowerment and responsibility education as the fourth and fifth pillars of their pedagogy. Additionally, it discusses how five programs, each with distinct structures and working with different constituencies, can share the same pedagogical foundations.

Finally, the article briefly touches upon the long-term effects of intergroup programs in general and emphasises that the field of social justice education is still in its early stages of development. While the sustainability and effectiveness of such programs are still being evaluated, it highlights the importance of continuously questioning their impact and efficacy.

Tapper describes Paulo Freire, a renowned Brazilian pedagogue, and his views on education as a crucial tool for achieving social justice. He argues that education can either domesticate or liberate individuals, with liberation being the primary goal of pedagogical activities. Freire, drawing from his own experiences of poverty, believes that education perpetuates existing power structures and must be challenged and transformed to address this issue.

According to Freire, understanding the dynamics within a classroom requires acknowledging the role of identity in shaping and implementing education. He emphasises that students’ identities should be considered, recognising that individuals in the classroom, including the teacher, do not start from the same social status and identity. In his work “Pedagogy of the Oppressed,” Freire emphasises that an ideal educational experience occurs through a collaboration between teachers and students, rather than the teacher solely imparting knowledge. “Teachers should create experiences that integrate students’ voices and experiences, forging an interlocked relationship between their identities.”

Freire criticises the prevalent banking system of teaching, where educators deposit information into students’ minds without considering their realities or social status. He argues that such an approach fails students and perpetuates inequality. Instead, he advocates for an educational structure that fosters habitual critical reflection for both teachers and students, taking into account their identities and encouraging authentic thinking. Freire believes that genuine thinking, concerned with reality, arises through communication and action in the world.

The organisation bases their educational methodology in this thought and the pedagogy focuses on the social identities of the students and staff.

Their primary goal is “to have students teach one another about social identities and intergroup dynamics using critical thought. Teachers and facilitators are understood to be guiding, rather than leading, students through this process, assisting in steering the experience while not actually piloting it in a top-down, dictatorial manner, always using and reinforcing academic methods of critical thinking along the way.”

This concept resonated with me as my original plan for the Artefact has undergone a transformation after discussing it with peers and continuing my research.
Initially envisioned as a glossary of terms, it has evolved into an inclusive lesson format, where each unique tool used in the demonstration will serve as an opportunity for class participation. I intend to engage each student (class has a maximum of ten students) and ask what the tool is called in their respective language or culture. By doing so, I hope to facilitate an environment that embodies the principles discussed by Freire, enabling students to express their individual identities within a small and secure setting. This approach will also facilitate the transmission of knowledge among students, enhancing their understanding of the diverse social identities and dynamics present within the space.

I found the Robbers Cave experiment (Sherif et al. 1988, discussed p415) created in response to the contact hypothesis (Allport 1954) very interesting as I see it in the workshop setting time and again. While it is uncommon for us to encounter students who perceive each other as “enemies” in the emotional sense, we do observe instances where students, particularly during their initial workshop visit, feel hesitant or a lack of confidence in initiating conversations with their peers whom they perceive to belong to a different “group” as described by Hahn Tapper. However, as students engage in more workshops and are provided with additional opportunities to connect and discuss their projects, we witness a gradual transformation. Notably, during the introductory phase of workshops, we invite each student to describe their project and relevant interest to the group. Subsequently, when two or more students discover shared projects or interests, we actively encourage collaboration within the workshop space, often referencing their works and processes to each other to foster cooperative problem-solving among the “groups”.

On page 427 Tapper describes the five programs explicitly seek to;
<sub>1. explore students’ understandings of their individual and group identities;
2. deepen students’ awareness of the existence of social inequalities;
3. assist in developing students’ conception of the interconnection between social inequalities and social identities;
4. examine the roles students play in both perpetuating and working against patterns of inequality; and
5. empower students to work toward societal transformation in and through their identities.</sub>

I agree with each of these aims, that teaching should strive to delve into students’ understandings of their individual and group identities as it fosters self-awareness, empathy, and a sense of belonging. By encouraging students to reflect on their personal experiences, cultural backgrounds, and diverse identities, educators can create a supportive and inclusive learning environment. For example, a teacher might facilitate activities where students share their cultural traditions, discuss their family backgrounds, or engage in reflective writing exercises to deepen their understanding of their own identities and appreciate the uniqueness of others.

My tutor group experienced this feeling first hand, when during the micro-teach session, D asked each of us to explain our names, and how we relate to them or how they have shaped us. This exercise opened up huge areas of conversation between the group, sometimes surprising, ranging from race and class, to queer identity and familial dynamics.

It is crucial also for teaching to deepen students’ awareness of social inequalities as it promotes critical thinking, social justice, and an active commitment to creating a more equitable society. Educators can incorporate relevant historical events, current social issues, and diverse perspectives into their lessons to highlight the systemic disparities that exist in areas such as race, gender, socioeconomic status, and ability. By examining case studies or engaging in discussions on topics like income inequality or educational disparities, students can develop a deeper understanding of the structural barriers that contribute to social inequalities.

This can all assist students in comprehending the intricate relationship between social inequalities and social identities. By analyzing how different aspects of identity intersect with systems of power and privilege, students can gain insights into the complex dynamics at play in society. Guidence on examining the experiences of individuals who navigate multiple identities, such as being a woman of color or a member of the LGBTQ+ community, allows students to grasp how social identities intersect and influence the distribution of resources, opportunities, and social outcomes.

Further to that, this can encourage students to critically reflect on their own roles in perpetuating or challenging patterns of inequality. Self-reflection can prompt students to recognize their privileges, biases, and the impact of their actions on others. Discussions about unconscious bias and encouraging analysis of how beliefs and behaviours can contribute to systems of inequality can help to develop a deeper understanding of the ways in which one can actively contribute to dismantling discriminatory practices and fostering inclusivity, as I have felt during the PgCert lessons and discussions

Alongside this, teaching can empower students to recognize their agency and capacity to effect positive change in society, leveraging their identities as catalysts for transformation. Educators can provide opportunities for students to engage in activism, community projects, or advocacy work that aligns with their interests and identities. By actively participating in initiatives that align with their values, students can learn the power of collective action and the potential to create a more just and equitable society.

You can find my comments on another post of the same theme here

Inclusive Practices | RACE

Inclusive Practices: Race