If We Care, We Should Take Care of Them: Social Justice Pedagogy in Directness of Collaborative Learning

Abstract This study argues that initiating education on social movements and justice in higher education with an understanding of students’ social vulnerabilities and alienation is crucial. Addressing feelings of disconnectedness and apathy, this pedagogical approach fosters an environment where students feel safe to express personal grievances, thus deepening their engagement with the curriculum and enhancing the relevance of social justice education. This foundation encourages a profound, empathetic interaction with the subject, promoting an inclusive and transformative learning experience. Moreover, maintaining student interest in these complex subjects necessitates innovative teaching strategies, including guest lectures, multimedia integration, and interactive sessions. Regular feedback mechanisms further allow for the dynamic tailoring of course content, ensuring responsive and effective teaching. This research offers critical insights and practical tools for educators to refine their creative pedagogical practices, contributing to more holistic and impactful educational outcomes.