Teaching Justice Solving Social Justice Problems through University Education
Teaching Justice explores the role that teaching and learning in higher education can play in solving problems of social injustice. Examining a range of approaches to education, it considers the challenges that exist in teaching about justice, drawing on extensive empirical data gathered amongst college lecturers and professors, as well as the author's own experience. With an analysis of the strategies commonly used this book will shed light on the manner in which students can be engaged in activism and concerned with issues of social injustice. By overcoming apathy and engaging students with social problems, education can thus address matters of injustice and begin to effect change. Presenting extensive international research and insightful analyses, Teaching Justice reveals the classroom and the lecture theatre to be important sites in the pursuit of social justice and will appeal to teachers and researchers with interests in social problems, education and educational methods, and criminal justice, as well as community engagement and service learning outside the classroom.
'Holsinger's passion for teaching and justice are apparent throughout this excellent book that not only tackles difficult teaching challenges, but provides intriguing and creative solutions. Based on her own and other scholars' research, this is a smart book that provides personal and empirical strategies on how to reach, teach, and empower our students to improve the likelihood of justice.' Joanne Belknap, University of Colorado-Boulder, USA 'Teaching Justice contends that 'we teach to change the world.' Holsinger's book is a must read for those who teach in the emerging field of criminology, integrating modern research on effective learning and teaching with the unique responsibilities of those who teach future criminal justice professionals. In it, she argues that actively engaging students in pursuit of social justice is a crucial part of their development as life long learners.' Meda Chesney-Lind, University of Hawaii at Manoa, Hawaii