Jessica Dai, Equity and Open Education Librarian, and Gabriella Pishotti, Ph.D. Candidate in Literature, created this resource guide during Summer 2022 as part of Gabriella's internship in WVU Libraries' Office of Curriculum and Instructional Support.
At the beginning of the project, Gabriella and Jessica met to identify shared interests and develop collaborative project goals. The original project goal was to identify and read literature around inclusive teaching while working towards a goal of synthesizing theory into praxis for instruction. After some reading and reflective practice, the team decided to move away from the term inclusive teaching, since the term inherently invites minoritized students to an established classroom, and instead we moved towards social justice pedagogies, which more aptly describes the approach we envision adopting.
This guide serves as a starting point for educators who are invested in learning more about various approaches to making their teaching more social justice oriented.
"Social Justice Pedagogies LibGuide" by Jessica Dai and Gabriella Pishotti is licensed under CC BY 4.0.
In this guide, you'll find recommended readings, strategies, and resources for instructors interested in incorporating social justice pedagogies within their classrooms. While the provided introductions to each pedagogy may be broadly useful to all instructors, there is a specific emphasis on teaching in Libraries and for English courses along with strategies for how to adopt social justice pedagogies into praxis. We define social justice pedagogies as methods of teaching dedicated to creating equitable classrooms, discussions, and assignments for students of all identities. Social justice pedagogies do not simply seek to "include;" instead, they recognize and seek to dismantle the racism, sexism, and ableism built into academic institutions through critical self reflection, advocacy, and anti-oppressive teaching frameworks.
Within the guide, each tab describes a pedagogy or a set of interrelated pedagogies. You will find that many of the pedagogies we selected build or relate to each other, indicating the cyclical rather than linear nature of social justice pedagogies. Within the pedagogy, you'll find a brief summary, suggested practices, recommended readings, and other recommended resources. Influenced by critical pedagogy and its liberatory goals, the suggested practices section include two sections: reflective practices and teaching practices. This approach exemplifies the necessity for instructors to engage in a series of self-reflection before adopting the recommended teaching strategies. Where possible, we included discipline-specific readings.
As you explore these resources, ask yourself the following questions:
After you work through some of the reflective practices, here are some starting teaching practices you might adopt.