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Teaching and Learning for Social Justice and Equity in Higher Education pp 73–92Cite as

Palgrave Macmillan

A Framework for Social Justice Education: Combining Content, Process, and Holistic Development

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Abstract

The interworking dynamics of course content, instructional process, and individual development pose unique challenges for instructors of social justice education. Therefore, using relevant literature and examples from a case study of intergroup dialogue (IGD), we propose a theoretical framework for learning environments within social justice education that can serve as heuristic for educators who work to facilitate well-designed learning opportunities for students, rooted in fostering holistic development and learning for social justice.

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Authors and Affiliations

  1. University of Louisville, Louisville, KY, USA

    Jessica Belue Buckley

  2. The Ohio State University, Columbus, OH, USA

    Stephen John Quaye

  3. University of Delaware, Newark, DE, USA

    Stephanie H. Chang

  4. University of Maryland, College Park, MD, USA

    Aileen N. Hentz

Authors
  1. Jessica Belue Buckley
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  2. Stephen John Quaye
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  3. Stephanie H. Chang
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  4. Aileen N. Hentz
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Corresponding author

Correspondence to Aileen N. Hentz .

Editor information

Editors and Affiliations

  1. North Dakota State University, Fargo, ND, USA

    Laura Parson

  2. University of North Dakota, Grand Forks, ND, USA

    C. Casey Ozaki

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Buckley, J.B., Quaye, S.J., Chang, S.H., Hentz, A.N. (2020). A Framework for Social Justice Education: Combining Content, Process, and Holistic Development. In: Parson, L., Ozaki, C. (eds) Teaching and Learning for Social Justice and Equity in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-44939-1_5

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  • DOI: https://doi.org/10.1007/978-3-030-44939-1_5

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-44938-4

  • Online ISBN: 978-3-030-44939-1

  • eBook Packages: EducationEducation (R0)

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