TY  - CHAP
AB  - 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.
VL  - 16
SN  - 978-1-78756-061-1, 978-1-78756-060-4/2055-3641
DO  - 10.1108/S2055-364120190000016016
UR  - https://doi.org/10.1108/S2055-364120190000016016
AU  - Tolman Steven
ED  - Jaimie Hoffman
ED  - Patrick Blessinger
ED  - Mandla Makhanya
PY  - 2019
Y1  - 2019/01/01
TI  - Considerations for Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education
T2  - Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion
T3  - Innovations in Higher Education Teaching and Learning
PB  - Emerald Publishing Limited
SP  - 197
EP  - 212
Y2  - 2024/04/23
ER  -