Justice-Forward Teaching: From Detached Learning to Liberation

Jennifer T. Stephens, Laura May Pipe
2020 International Journal for Cross-Disciplinary Subjects in Education  
In today's global climate of misinformation, conflict, and parallel realities, a justice-forward approach to teaching and learning blends equity and culturally-responsive pedagogies with experiential approaches that lead to direct action and shifting worldviews. Combining common inclusive teaching practices, North American Indigenous learning practices, learners' cultural capital, nonviolent resistance, and processes of reflection and meaningmaking, the TALLS (Toward a Liberated Learning
more » ... model for developing critical consciousness moves learners from detachment through direct action toward liberation. The paper outlines the development of this justice-forward pedagogical model designed for higher education settings but transferable to any cross-disciplinary learning environment. [20] Yosso, T. (2006). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69-91.
doi:10.20533/ijcdse.2042.6364.2020.0530 fatcat:nh5tejsbfnan3neurp65aztt24