Cinematic pedagogy for social justice: exploring pre-service teachers’ learning experiences

Abstract Social justice education encompasses school and classroom-based activities that promote equality and justice to support the foundation of a democratic society. A variety of instructional materials can be used in these activities, and the use of films is frequently highlighted in the social justice literature. Drawing on the affective and cognitive power of art, film is considered a potentially effective medium for addressing complex issues such as social justice. This study aims to explore the experiences of pre-service social studies teachers with social justice education through the use of films. The research was designed as a basic qualitative study, involving five pre-service social studies teachers. Over a five-week implementation period, participants watched five different films focused on social justice themes. Data were collected through semi-structured interviews and reflective reports, and analyzed inductively. Findings reveal that film-based instruction enhanced participants’ empathy toward marginalized groups, strengthened their critical awareness of systematic inequalities, and encouraged intentions to incorporate films into their future teaching practice. Participants recommended incorporating film-based sessions into educational settings.