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Teaching and Doing Justice Globally
Unformatted Document Text:  Teaching and Doing Justice Globally Finally, SLD seeks to empower students from around the world through cross-cultural educational experiences. Thus, the SLD experience is “Real World” in that it provides a content that is highly practical and concentrates on day-to-day realities. This means that the educational progression is “bottom up,” moving from the pragmatic world upward to concept and theory and back once again to practical application. Further, faculty perform as coaches and mentors rather than just as expert information givers. Assignments, likewise, are practically oriented, intended to provide real deliverables to organizations and communities. Also, interactive learning helps participants to “connect” with and learn from each other as well as their professors. As a result, a critical pedagogy approach is used to teach students to question and challenge established power relationships, institutions beliefs and practices that determine the lives and conditions of the poor. The goal of this critical pedagogy is assist students in digging beneath the surface of accepted truths to identify root causes and understand social context, ideology and group circumstances. Accordingly, faculty function as facilitators and co-learners in the classroom. This critical pedagogy approach is informed by the works of Paulo Freire, to help students think critically about their own situations and the steps necessary to achieve justice for the oppressed. The goal is to connect individual problems to the broader social context. Thereafter, the next step is to help students to take action against oppression while stressing the importance of liberating education. According to Freire, freedom will be the result of praxis-- informed action--when a balance between theory and practice is achieved (Freire, 1970). Yet, while the SLD model of international education is grounded in the theoretical and practical literature, it has not been tested for effectiveness. Moreover, the literature doesn’t explain the effectiveness of distance education and adult learning methods cross-culturally. 15

Authors: Gramby-Sobukwe, Sharon.
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Teaching and Doing Justice Globally
Finally, SLD seeks to empower students from around the world through cross-cultural
educational experiences. Thus, the SLD experience is “Real World” in that it provides a content
that is highly practical and concentrates on day-to-day realities. This means that the educational
progression is “bottom up,” moving from the pragmatic world upward to concept and theory and
back once again to practical application. Further, faculty perform as coaches and mentors rather
than just as expert information givers. Assignments, likewise, are practically oriented, intended
to provide real deliverables to organizations and communities. Also, interactive learning helps
participants to “connect” with and learn from each other as well as their professors.
As a result, a critical pedagogy approach is used to teach students to question and
challenge established power relationships, institutions beliefs and practices that determine the
lives and conditions of the poor. The goal of this critical pedagogy is assist students in digging
beneath the surface of accepted truths to identify root causes and understand social context,
ideology and group circumstances. Accordingly, faculty function as facilitators and co-learners
in the classroom.
This critical pedagogy approach is informed by the works of Paulo Freire, to help
students think critically about their own situations and the steps necessary to achieve justice for
the oppressed. The goal is to connect individual problems to the broader social context.
Thereafter, the next step is to help students to take action against oppression while stressing the
importance of liberating education. According to Freire, freedom will be the result of praxis--
informed action--when a balance between theory and practice is achieved (Freire, 1970).
Yet, while the SLD model of international education is grounded in the theoretical and
practical literature, it has not been tested for effectiveness. Moreover, the literature doesn’t
explain the effectiveness of distance education and adult learning methods cross-culturally.
15


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