Abstract
This article highlights a new student-led initiation at Northern Arizona University that addresses the needs of students from environments rich with structural injustice. It examines initial results from a research project designed to identify the uniqueness of this student population and then discusses the students' new efforts at classroom transformation and faculty education. The role of the classroom as a space for identity formation and empowerment is discussed, as well the essential ingredients necessary for creating classrooms where these students are accepted, understood and empowered.
Original language | English (US) |
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Pages (from-to) | 128-138 |
Number of pages | 11 |
Journal | Contemporary Justice Review: Issues in Criminal, Social, and Restorative Justice |
Volume | 23 |
Issue number | 2 |
DOIs | |
State | Published - Apr 2 2020 |
Keywords
- Pedagogy
- social justice
- teaching
ASJC Scopus subject areas
- Law