116th Annual Conference - Bellingham, Washington
Friday, November 9 - Sunday, November 11, 2018

Social Justice Pedagogies

Session Chair: 
Elena Pnevmonidou, University of Victoria
Katrina Sark, University of Victoria, British Columbia
Session 4: Saturday 10:00 am – 11:30 am
Miller Hall 138


  1. Nancy Christoph, Pacific University
    1. I offer ways to rethink course content and form to create more inclusive, dialogical learning communities.  2.  I posit that service learning is one of the several alternative "texts" that can break down the traditional hierarchy of the classroom. 3. I argue that educators interested in social justice should push their universities to count service learning projects conducted by faculty as a legitimate form of scholarship, thereby promoting more SJ in universities and the communities in which they are located.
  2. Amanda Wells, "University of Missouri, Saint Louis"
    This paper contributes what my colleagues and I have learned in social justice efforts over the last year as Founder of FLOW, Where Writing Moves, a literary arts center in St. Louis, Missouri. FLOW’s mission is to build strong communities by fostering meaningful writing and storytelling experiences. In 2017, FLOW won the first-ever stARTup Competition funded by the Arts & Education Council of St. Louis and the PNC Foundation. 
  3. Nina Belmonte, University of Victoria
    This presentation explores the role of imagining in teaching of social justice through the creative work in a class on Philosophy and Literature in which students are asked to generate images of utopia that is good “for each and every one.”
  4. Helga Thorson, University of Victoria
    When the concept of multidirectional memory comes together with place-based learning, students often become inspired to work towards social justice. In this panel, I will discuss how field school learning can help students realize the importance of knowledge and place—and then translate this knowledge across time and space.
  5. Elizabeth Blake, Haverford College
    In response to student research quantifying students’ varying comfort with class participation along demographic lines, this paper suggests a set of interventions designed to make the classroom more equitable, working from the assumption that class participation is a mode of performance.
  6. Elizabeth Nijdam, Freie Universität Berlin
    This presentation introduces the use of comics and graphic novels to teach social justice issues. I will first address the formal elements of the medium that encourage critical thinking through the agency of the reader in meaning-making, while highlighting the importance of developing skills of visual analysis to engage social justice discourse. I will then introduce 5 comics with which to teach social justice issues, offering a few themes and assignments for lesson planning.
Session Cancelled: