Post 11 from Alexis

 In An Inevitable Question the author, Marit Dewhurst, challenges the reader to define social justice art education. She lays out the foundational way to teach social justice in a classroom (connecting, questioning, translating) however, does not have a clear definition of what it actually is. At the end, she explains the need for the teacher to be a “co-construct” with the student, give up a formulaic script, and the importance of reflection. Overall, she draws attention to the crucial need for more research and emphasize on social justice education for it to be clearly defined. Snowballing off of that, the article, What Does Teaching for Social Justice mean to Teacher Candidates, discusses the importance of learning about social justice education as a pre-service teacher candidate. This article illuminates six teacher candidates before and after views on social justice education after teaching in a school. Overall, it is clear that to have compassionate teachers about social justice, they need to be learning and practicing it while still in school.

1. Both articles discuss social justice education. How would you personally define social justice education today?

2. The article, What Does Teaching for Social Justice mean to Teacher Candidates, discusses the importance of learning about social justice education as a pre-service teacher candidates. Think of a time at UNI, that you have been challenged to think or practice social justice education.

3. How do you plan to challenge you students to discuss social justice issues in your future classroom? How does this connect with your service-learning project?