Considerations for Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education

Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion

ISBN: 978-1-78756-061-1, eISBN: 978-1-78756-060-4

ISSN: 2055-3641

Publication date: 4 February 2019

Abstract

In pursuit of democracy, John Dewey argued that public education should be the driving force. As educators strive to address issues of social justice and create inclusive academic environments, they must address the inequalities that are perpetuated in our educational system. Higher education (HE) plays a pivotal role, as it has the potential to shape those who will go on to become future educators, lawmakers, and politicians. Recognizing the importance of HE, we have the responsibility to address inclusivity in and out of the classroom. This chapter examines how critical pedagogy can be used as a tool to promote social justice in HE. In doing so, it will challenge educators to begin to address socially constructed ideas that are agents of oppression. Utilizing critical pedagogy, faculty and students can learn together and critically challenge these educational and social injustices. This will have a rippling impact on our educational system and society as a whole. Successfully implementing this pedagogical approach can lead to diverse and inclusive classrooms that foster learning for all students.

Keywords

Citation

Tolman, S. (2019), "Considerations for Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 16), Emerald Publishing Limited, pp. 197-212. https://doi.org/10.1108/S2055-364120190000016016

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Emerald Publishing Limited

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