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Teaching and Doing Justice Globally
Unformatted Document Text:  Teaching and Doing Justice Globally purposes of this study, however, it helps that the distribution between students who took the course abroad (58 percent) and those who took it domestically (42 percent) favors international students. Racially, less than half are White or Caucasian (American Indian or Alaska Native 7 percent; Asian 18 percent; Black or African Descendant 36 percent, and Hispanic and or Mixed Race 4 percent). Further, 59 percent have worked and lived outside of their country of birth. Findings Based upon the survey response, three questions were assessed: • Were the objectives of the course achieved? • Did the course increase students understanding and practice of faith, reason and or justice? •How effective and important are the various pedagogical methods employed? First, respondents were asked to indicate whether the course objectives were met: For each of the course objectives for the course, LDEV 610: Advocacy and Human Rights, did you obtain the knowledge, skills and or experiences intended?I am able to Yes No Critically analyze the concepts, social justice, human rights, civil society and advocacy 29 0 Heighten others’ awareness of the political context of community development work 28 1 Assess the challenges and opportunities associated with various models of social justice advocacy 26 3 Employ various advocacy skills, tools and models in the context of my ongoing work responsibilities and career development 25 4 Connect the biblical mandate to serve the poor and the structural and institutional realities that must be addressed in fulfilling that mandate 29 0 Map particular advocacy issues and projects within the larger sphere of global human rights 26 4 Lead and or facilitate groups to partner in social justice advocacy 22 7 Thus, respondents indicate that overwhelmingly, they gained the knowledge, skills and experiences intended for this course. One hundred percent of respondents agreed that the course provided the foundation required to analyze critical social justice and advocacy concepts and that 20

Authors: Gramby-Sobukwe, Sharon.
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Teaching and Doing Justice Globally
purposes of this study, however, it helps that the distribution between students who took the
course abroad (58 percent) and those who took it domestically (42 percent) favors international
students. Racially, less than half are White or Caucasian (American Indian or Alaska Native 7
percent; Asian 18 percent; Black or African Descendant 36 percent, and Hispanic and or Mixed
Race 4 percent). Further, 59 percent have worked and lived outside of their country of birth.
Findings
Based upon the survey response, three questions were assessed:
• Were the objectives of the course achieved?
• Did the course increase students understanding and practice of faith, reason and
or justice?
•How effective and important are the various pedagogical methods employed?
First, respondents were asked to indicate whether the course objectives were met:
For each of the course objectives for the course, LDEV 610:
Advocacy and Human Rights, did you obtain the knowledge,
skills and or experiences intended?
I am able to
Yes
No
Critically analyze the concepts, social justice, human rights, civil
society and advocacy
29
0
Heighten others’ awareness of the political context of community
development work
28
1
Assess the challenges and opportunities associated with various
models of social justice advocacy
26
3
Employ various advocacy skills, tools and models in the context
of my ongoing work responsibilities and career development
25
4
Connect the biblical mandate to serve the poor and the structural
and institutional realities that must be addressed in fulfilling that
mandate
29
0
Map particular advocacy issues and projects within the larger
sphere of global human rights
26
4
Lead and or facilitate groups to partner in social justice advocacy
22
7
Thus, respondents indicate that overwhelmingly, they gained the knowledge, skills and
experiences intended for this course. One hundred percent of respondents agreed that the course
provided the foundation required to analyze critical social justice and advocacy concepts and that
20


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