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Teaching and Doing Justice Globally
Unformatted Document Text:  Teaching and Doing Justice Globally the course inspired and prepared them to act on social justice issues from a biblical perspective. This new confidence and inspiration seem to be reflected in the respondents’ view of their responsibility to engage in advocacy and or political or community service work (See questions 29 and 30). The survey indicates that on average, the number of students who consider it important to engage in advocacy activity increased by twenty-seven percent after taking the course. Further, since taking the course, 17 percent more of the students are engaged in advocacy work in their jobs than before taking the course. This increase suggests that the students themselves and perhaps their employers recognize an increased level of advocacy skills and or interest in advocacy work. Respondents indicate that they feel least prepared to lead and or facilitate groups to partner in social justice advocacy. This is one of the most complex capabilities addressed in the course. In the course, students are challenged to critically assess their own motivations, organizational and community needs and the range of individual and organizational values and principles that need to be considered when deciding to partner with other organizations. While the course provides a forum to reflect on these issues, and while they are asked to identify and assess partners with whom their organizations might partner, gaining skill and confidence in developing partnerships is likely to only come with time. One quarter of the respondents indicated that they did not gain knowledge, skills and or experiences required to arrange advocacy partnerships. Second, in terms of encouraging faith, reason and justice, while the Advocacy course does not seem critical to spiritual formation among students, it does seem to increase awareness, concern and activism in support of social justice and human rights. Based upon answers to questions 22, 23 and 24, the overwhelming Protestant sample of students, were very religious 21

Authors: Gramby-Sobukwe, Sharon.
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Teaching and Doing Justice Globally
the course inspired and prepared them to act on social justice issues from a biblical perspective.
This new confidence and inspiration seem to be reflected in the respondents’ view of their
responsibility to engage in advocacy and or political or community service work (See questions
29 and 30). The survey indicates that on average, the number of students who consider it
important to engage in advocacy activity increased by twenty-seven percent after taking the
course. Further, since taking the course, 17 percent more of the students are engaged in
advocacy work in their jobs than before taking the course. This increase suggests that the
students themselves and perhaps their employers recognize an increased level of advocacy skills
and or interest in advocacy work.
Respondents indicate that they feel least prepared to lead and or facilitate groups to
partner in social justice advocacy. This is one of the most complex capabilities addressed in the
course. In the course, students are challenged to critically assess their own motivations,
organizational and community needs and the range of individual and organizational values and
principles that need to be considered when deciding to partner with other organizations. While
the course provides a forum to reflect on these issues, and while they are asked to identify and
assess partners with whom their organizations might partner, gaining skill and confidence in
developing partnerships is likely to only come with time. One quarter of the respondents
indicated that they did not gain knowledge, skills and or experiences required to arrange
advocacy partnerships.
Second, in terms of encouraging faith, reason and justice, while the Advocacy course
does not seem critical to spiritual formation among students, it does seem to increase awareness,
concern and activism in support of social justice and human rights. Based upon answers to
questions 22, 23 and 24, the overwhelming Protestant sample of students, were very religious
21


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