{"id":53,"date":"2026-06-27T21:20:45","date_gmt":"2026-06-28T01:20:45","guid":{"rendered":"https:\/\/openstudio.pub\/powerdynamicspostsecondary\/chapter\/teaching-for-social-justice\/"},"modified":"2026-08-03T07:19:47","modified_gmt":"2026-08-03T11:19:47","slug":"teaching-for-social-justice","status":"publish","type":"chapter","link":"https:\/\/openstudio.pub\/power-dynamics-postsecondary\/chapter\/teaching-for-social-justice\/","title":{"raw":"Teaching for social justice","rendered":"Teaching for social justice"},"content":{"raw":"[caption id=\"attachment_328\" align=\"aligncenter\" width=\"1920\"]\"A<\/a> Figure 20.1. A crowd of protesters holding signs in an urban street.[\/caption]\r\n\r\nIn this chapter, we are going to explore teaching and learning strategies and activities that address power, oppression, and privilege context in post-secondary and promote equity, diversity and inclusion.\r\n\r\nEarlier you were asked the question if learning spaces are neutral spaces. As you have gone through the module, examples have shown why and how learning spaces are\u00a0not<\/strong>\u00a0neutral spaces. However, there are ways instructors can mitigate the imbalances of power.\r\n\r\n \r\n
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Pause and reflect<\/h2>\r\n<\/header>\r\n
\r\n\r\nWhat are some strategies you have done to mediate the inequities<\/strong> in your courses and\/or institutions?\r\n\r\n<\/div>\r\n<\/div>\r\n \r\n\r\nEducational scientist Dr. Kumashiro (2020) unearthed the social justice education through four approaches that we will delve into. While you are discerning this discussion, jot down one thing with which you agree, one thing with which you might argue and one thing to which you aspire.\r\n\r\n \r\n\r\nhttps:\/\/youtu.be\/GN-yhlSqfz0\r\n\r\n \r\n\r\nConsidering the context of post-secondary institutions , the following four approaches can be implemented:\r\n