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Five Essential Components for Social Justice EducatioHeather W. Hackman

Published online: 18 Aug 2006.

To cite this article: Heather W. Hackman (2005): Five Essential Components for Social Justice Education, Equity & Excellenin Education, 38:2, 103-109

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Equity & Excellence in Education, 38: 103109, 2005

Copyright cUniversity of Massachusetts Amherst School of Education

ISSN 1066-5684 print /1547-3457 online

DOI: 10.1080/10665680590935034

Five Essential Components for Social Justice Education

Heather W. Hackman

The question of how to teach effectively from a clear social justice perspective that empowers, encourages students tothink critically, and models social change has been a consistent challenge for progressive educators. This article intendsto shed light on this issue by demonstrating how educators can utilize a social justice pedagogical lens to treat theircontent in ways that meet their commitment to empowering education. Specifically, this article clarifies what socialjustice education is by introducing readers to five key components useful in teaching from a social justice perspective:tools for content mastery, tools for critical thinking, tools for action and social change, tools for personal reflection,

and tools for awareness of multicultural group dynamics. While no pedagogical approach is a panacea, this approachoffers readers five specific areas to focus on in their teaching and their efforts at working toward social justice in theirclassrooms.

This is a critical time in our world, in our nation,andcertainly in publiceducation. The tense polit-ical discourse and hugely contrasting ideas about

the future of U.S. education leaves many families, teach-ers, communities, and administrators at a loss for how tobest serve the students in their schools and our society asa whole. In a climate characterized by well-intentionedbut poorly funded policies like No Child Left Behind

(NCLB), educators need to take a stronger and morevocal stance against the furtherance of policies and ap-proaches that serve some at the expense of many. Insteadof trying to work with policies such as NCLB, educatorsneed to demand educational environments conduciveto engaged, critical, and empowered thinking and ac-tion. Equity and social justice need to move beyond be-ing merely buzzwords and instead become part of thelived practice in the classroom.

Over the last decade, a number of authors have in-cluded the concept of social justice in their work andcalled for a commitment to social justice education (SJE).And yet, a review of the literature reveals a range of

definitions of social justice education and its manifes-tation in the classroom. Those unfamiliar with it mightsee social justice education as being about treating allstudents equally, while others might think it involvesthe dismantling and reconstructing of education fromits very core. While having a broad definitional range

Address correspondence to Heather W. Hackman, Human Rela-tions and Multicultural Education, B-118, CoE, St. Cloud State Univer-sity, 720 Fourth Avenue South, Saint Cloud, MN 56301-4498. E-mail:[email protected]

creates multiple points of entry in teaching for social jus-tice, it ultimately does the field a disservice by dilutingthe essence of social justice education and weakeningthe call for teachers, schools, and communities to be truevanguards for change. I address this issue by presentingwhat I perceive to be most fundamental to social justiceeducation via a definition of it and then a presentationof five components I view as necessary for its effective

implementation. These five components (content mas-tery, critical thinking, action skills, self-reflection, and anawareness of multicultural group dynamics) representneither an exhaustive nor an exclusive understanding ofsocial justice education. They do, however, help clarifywhat constitutes a social justice educational approach,and provide for socially and politically conscious K-12teachers a clearer sense of how to focus their classroomcontent and process.

DEFINING SOCIAL JUSTICE EDUCATION

Working in chorus with the goals of other educa-

tional theory bases, social justice education encouragesstudents to take an active role in their own educationand supports teachers in creating empowering, demo-cratic, and critical educational environments. Bell (1997)defines social justice as being a goal and a process. Thegoal of social justice education is full and equal partici-pation of all groups in a society that is mutually shapedto meet their needs, (Bell, 1997, p. 3) while, the pro-cess for attaining the goal of social justice . . . should bedemocratic and participatory, inclusive and affirmingof human agency and human capacities for working

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104 HEATHER W. HACKMAN

collaboratively to create change (p. 4). I have distilledBells goals of social justice education to include stu-dent empowerment, the equitable distribution of re-sources and social responsibility, and her processes toinclude democracy, a student-centered focus, dialogue,and an analysis of power. Social justice education does

not merely examine differenceor diversity but pays care-ful attention to the systems of power and privilege thatgive rise to social inequality, and encourages students tocritically examine oppression on institutional, cultural,and individual levels in search of opportunities for so-cial action in the service of social change. Clearly, thisdefinition goes well beyond the celebration of diversity,the use of dialogue groups in the classroom, or even theexistence of democratic processes regarding class goalsand procedures. To be most effective, social justice edu-cation requires an examination of systems of power andoppression combined with a prolonged emphasis on so-cial change and student agency in and outside of the

classroom.

FIVE ESSENTIAL COMPONENTS FORSOCIAL JUSTICE EDUCATION

Although it is important to clarify the meaning of so-cial justice education, it also is vital to identify a spe-cific course of classroom implementation. My desire fora more equitable approach to teaching encouraged me toexamine theliterature for a more specific explanation of asocial justice educational approach. I found that a social

justice approach can be characterized by five essential

Figure 1Five essential components for social justice education.

components:

r Content masteryr Tools for critical analysisr Tools for social changer Tools for personal reflectionr An awareness of multicultural group dynamics

The diagram in Figure 1 reveals that solid work inany of these five areas will lead to more critical educa-tional environments that benefit students and commu-nities. However, it is the combination and interaction ofall five components that creates an effective environmentfor social justice education. To illustrate, I briefly explaineach component and then discuss how their interactionscontribute to a social justice educational environment.

Tool 1: Content Mastery

Content mastery is a vital aspect of social justice ed-

ucation and consists of three principle spheres: factualinformation, historical contextualization, and a macro-to-micro content analysis. Content mastery is the firstcomponent of effective social justice education becauseinformation acquisition is an essential basis for learn-ing. Without complex sources of information, studentscannot possibly participate in positive, proactive so-cial change. Importantly, factual information must notmerely reproduce dominant, hegemonic ideologies butinstead represent a range of ideas and information thatgo beyond those usually presented in mainstream media


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COMPONENTS FOR SOCIAL JUSTICE EDUCATION 105

or educational materials. More specifically, the factsnecessary for effective social justice education must rep-resent broad and deep levels of information so that stu-dents can not only critically examine content but alsoeffectively dialogue about it with others. Rememberingthat socialjustice educationasks students to engagein so-

cial responsibility, educators must provide students withenough critical information to do so effectively; other-wise, students are set up for failure and frustration.

Ahistorical information, however, leaves studentswith a limited understanding of the political, social, andeconomic forces and patterns that create and sustain theoppressive social dynamics students are contesting andtransforming.Thus, a thoroughunderstandingof the his-torical context of all classroom content is vital for stu-dents to construct an analytical lens. Again, this contentmustbe examinedwith a critical perspective because his-tory is written by the members of dominant groups andthe need for a broad representation of history is essen-

tial. Loewen (1996) illustrates the empowering effect thatcritical views of history can have on students through hisanalysis of historical bias in public school history books.

And finally, content mastery involves student under-standing on both the micro and the macro levels. First,as countless authors in both multicultural and social jus-tice education indicate, students need information thatis connected to their lives and that helps them to un-derstand the micro-level implications of macro issues(Delpit, 1995; Gay, 2000; Ladson-Billings, 1997; Nieto,2000).From this, students can engage in socialaction andformulate ideas for concrete ways to incorporate class-room content intotheir lives, communities,and society as

a whole. Second, students need to develop a solid under-standing of how classroom content connects with largerissues in society. In a socially just classroom, these twolevels are constantly interacting, thus helping studentsto truly understand the phrase, think globally, act lo-cally. Ultimately, both students and teachers need to beable to answer thequestion, Whyis this information im-portant on both a micro and macro scale? Understand-ing both micro and macro implications for content mas-tery draws from student experience, invites them intothe knowledge construction process, and leads to a morestudent-centered classroom.

To better understand these three aspects of content

mastery, consider the issue of global warming. Main-stream media and information sources often portray thisissue as something that seems to just be happeningwithout any specific reference to its sources, implica-tions, or suggestions of proactive measures that indi-viduals and governments can take to stop it. This pre-sentation leaves students minimally exposed to howto accurately address the issue, or leaves unquestionedthe consumption and production patterns of the UnitedStates and other industrial nations. Examining this is-sue from a social justice perspective with respect to con-

tent mastery, however, would include an explanation ofthe science and health impact of global warming, un-derscored by statistical data and international research.Students could examine this information through a crit-ical lens and question the progression of global warm-ing and deforestation throughout the last two centuries

with a special emphasis on the industrialization period.What global and national historical, political, and eco-nomic forces have contributed to and maintained (spedup or slowed down) the progression of global warm-ing on this planet? And finally, students would exam-ine the implications of this issue globally, as well as lo-cally, addressing macro scale questions, such as: Whichcountries produce the most waste? Where is this wastedistributed globally? How are people in other countriesaffected by global warming? What policies have been ef-fective in curbing the production of greenhouse gases?Why have some countries continually undermined ef-forts at curbing global warming? Which countries are

they? How do multinational corporations figure into thisissue? What is environmental racism? On a micro level,students wouldaddress questions such as: What are myown consumption patterns? What does this classroom,school, and community do with our waste? How do wecontribute to the problem or the solution? What is theimpact for me, right now in my life, regarding globalwarming? What will be the impact on me in 20, 30 and50 years?

Tool 2: Critical Thinking and the Analysisof Oppression

For four key reasons, content alone is insufficient tocreate democratic, empowering classroom settings, or toadequately prepare students to become active agents ofchange and social justice in their lives and communi-ties. First, the mere possession of information does notnecessarily translate into wisdom or deep knowledge.This is evident, for example, in that individuals in theU.S. have known about the historical and current man-ifestations of racism, and yet that knowledge has notbeen enough to motivate change on the deepest of lev-els. Closer examination reveals that content without his-torical context, especially when combined with lack ofanalysis, results in the inability to challenge racism in

any significant way. Second, the possession of informa-tion alone does not necessarily provide students with apathway for action. In my classes, for example, I havewitnessed students feeling overwhelmed by the infor-mation presented and, as a result, feeling stuck andunsure of how to act to change unjust social patterns.Third, presentation of information as truth devoid of cri-tique runs the risk of creating a dogmatic and prescrip-tive classroom environment.In a social justice classroom,all content is subject to debate and critique. And finally,information presented outside a context of power and


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oppression runs the risk of recreating the marginaliza-tion experienced by members of oppressed groups, suchas students of color, gay, lesbian, bisexual, or queer stu-dents, women, or poor/working-class folks.

To avoid these pitfallsand the paralysis,hopelessness,cynicism, and powerlessness they often invoke, educa-

tors must help students to use critical analysis and thecareful consideration of issues of oppression to provideboth deep knowledge and a direction for the applicationof that knowledge in studentslives. Paulo Freires (1970)praxis loop is a wonderful example of how informationneeds to be combined with tools for critical thinking tobring the power of that information to fruition. In par-ticular, helping students use information to critique sys-tems of power and inequality in society, to help themask who benefits from said systems, and to encouragethem to consider what aspects of our social structureskeep those inequalities alive are all important and neces-sary ways for students to become more engaged in social

justice education.The term critical thinking has become so overused ineducation that it has lost some of its meaning. Think-ing about an issue is not equivalent to critical thinking,which requires: (1) focusing on information from mul-tiple, non-dominant perspectives, and seeing those asindependently valid and not as an add-on to the domi-nant, hegemonic one; (2) de-centering students analyti-cal frame and opening their minds to a broader range ofexperiences; (3) analyzing the effects of power and op-pression; and (4) inquiring into what alternatives existwith respect to the current, dominant view of reality ofthis issue. The first two points are particularly important

in that if I critically analyze other cultural perspectiveswhile never leaving the safety and comfort of my own, Ido nothing more than reify the other or exotic otherstatus of those groups and perpetuate the dehumaniza-tion of those groups. Therefore, critical thinking is theprocess by which we consider perspective, positionality,power, and possibilities with respect to content.

Tool 3: Action and Social Change

The third component, tools for action and socialchange, is critical to help move students from cynicism

and despair to hope and possibility. Upon learning aboutissues of oppression and privilege, dominant groupmembers may feel mired in the reality of their privilege,and subordinate group members may re-experience thefrustration of oppression. Teaching about issues of op-pression without proffering social action tools for stu-dents ultimately creates a classroom atmosphere thatlacks hope and creative energy. If the goal of SJE is tosupport critical thinking, then we must create classroomspaces that provide the opportunity to do so. It is alsonecessary to intentionally teach these tools because most

students in our public and private educational environ-ments are taught to feel disempowered (I cant changeanything; I am just one person), complacent (I donthave time to change anything), or hopeless (Nothingwill ever change anyway).

One of the most effortless forms of cultural imperial-

ismis to convince those living within systems of inequal-ity that there is nothing they can or should do aboutit (Young, 2000). Those who dare to critique and chal-lenge the status quo are labeled a threat to the fabricof democracy and freedom in the United States. Ourcurrent sociopolitical climate is an example of a soci-ety where dissent from the dominant ideology is seen asun-American and unpatriotic. Educators need to dis-rupt the notion that silence is patriotic and teach stu-dents that their rights as citizens in this society carryresponsibilitiesof participation, voice, and protestsothat this can actually become a society of, by, and for allof its citizens. Students need to learn that social action is

fundamental to the everyday workings of their lives.Specific classroom and teaching tools for action andsocial change vary, of course, according to the contentand thepolitical perspective of those involved.For some,Saul Alinskys (1971) radical approach to taking powervia grassroots protests and street actions and its redistri-bution to the masses via economic and political access isfitting. To others, Freires (1973) problem posing pro-cess for the achievement of awareness and education asthe practice of freedom is the more useful approach. Andstill forothers, Zunigas and Sevigs (2000) focus on socialchange through intergroup dialogue or Christensons(1998) route to social change through writing and liter-

acy development are important approaches. Addition-ally, some approaches and tools for social change will begrounded within the system (Oakes & Lipton, 1999),while others will embody Lordes (1984) notion that themasters tools will never dismantle the masters house.Whatever the approach, there is a long history of socialaction and social change in this country for both domi-nant and subordinate groups, and teachers who exposestudents to this history and the broad assortment of toolsfor social change will prepare them well for social justicework.

Tool 4: Personal Reflection

Using these first three components is typically the ex-tent to which teachers engage in social justice education(Hackman, 2000). A fourth component, personal reflec-tion, reminds teachers to reflect critically on themselvesand the personal qualities that inform their practice. InTeaching to Transgress: Education as the Practice of Freedomand Teaching Community: A Pedagogy of Hope, bell hooks(1994: see also hooks, 2003) articulates three central waysin which the ability to be critically self-reflective lends


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itself to an effective social justice teaching environment.The first is the issue of power and dominant group priv-ilege as it connects to the range of ones social identities.The popular essay by Peggy McIntosh (1988) on whiteprivilege illustrates self-reflection regarding power andprivilege. McIntosh reveals that she had never thought

about her privilege before because it had previously beeninvisible to her, and that she had never imagined the im-pact of her privilege on members of the target group.Her first point can be further broken down into threekey aspects relative to self-reflection and ones privi-lege as a member of the dominant group: (1) Dominantsare actively taught not to see their privilege: (2) Dom-inants are taught to see their life and its privileges asthe norm for society and humanity; and (3) Dominantshave done nothing to earn this privilege. Unless thesethree areas are critically reflected upon, the invisibilityof privilege persists and continues to support larger, op-pressive structures in society and in ones teaching. On-

going self-reflection allows dominant group members tobegin to extricate themselves from the trappings of thisinvisible privilege and work to be more effective agentsof change in their classrooms and communities. Teach-ers can undertake self-reflection for themselves througha continual critique of their practice, ongoing dialoguewith colleagues, and a persistent exposure to new con-tent areas. Utilizing pedagogical tools, such as reflectivewriting exercises and assignments that connect contentto student lives, teachers can extend the importance ofself-reflection in their classrooms and build the habitof critical self-reflection into the educational repertoireof students.

McIntoshs (1988) self-reflection exposes that she hadnever considered herself to be part of the problem ofracism because she was a nice person. Lack of self-reflection allows dominant group members to live withthe delusion that simply being nice means they have noconnection to racism, sexism, or other forms of social in-equality in our society, and therefore have no responsi-bility to work toward the solution. Lack of self-reflectionmay prevent P-12 teachers from creating the kind ofempowering and affirming classroom spaces that effec-tively support academic success for all students. Simi-larly, lack of reflection may evoke a response to the real-ities of racism such as this one, which I hear frequently

in my own classes, Thats horrible! I had no idea thingswere this bad. People of color should really do some-thing about this! Only when students also understandtheir white privilege do they realize that, as white stu-dents, it is not enough to be a nice person and that theyhave at least an equal, if not more important, part in chal-lenging and changing racism in the U.S. Ultimately, lackof self-reflection locks all of us, no matter what our so-cialidentities, intoplaces of passivityand powerlessness,while members of our surrounding communities and so-ciety lack the necessary resources for a healthy, success-

ful life. Being a nice person or asserting that I treatall students the same, or that I dont see color in myclassroom, indicates the lack of critical interrogation ofones positionality.

Ongoing self-reflection also reminds educators thatthere is always more to consider, and helps to keep their

minds open to other possibilities. Teachers can reflect onsuch questions as: Where didI get this information?Whydo I think this? Do I know this for sure or is it merely anold ideamistaken for fact?This formof self-interrogationalso helps educators to be more cognizant of their powerin the classroom (Hackman, 2000, Kreisberg, 1992), andopens the door for the democratic and dialogical class-room processes that social justice education requires.

The final issue regarding the importance of self-reflection is that it provides the educator and studentssites to take action. Education as the practice of freedom(hooks, 1994) always begins with the individuals will-ingness to grow and change. As such, to make a con-

sistent commitment to self-reflection and personal in-terrogation gives educators and students alike a placeto enact social change and growth. Having the self as asite for change is a useful way to prevent the feelingsof hopelessness and powerlessness that students some-times encounter when discussing macro-level social is-sues. In addition, self-reflection can serve as a constantmotivator, as it knocks teachers and students out of com-placency and steers them in the direction of the solutioninstead of the problem. This seems particularly true fordominant group members in their work to resist the se-duction of privilege and to maintain the commitment tosocial justice work on all fronts. Especially in regards to

white privilege, ongoingself-reflectionhelps Whites con-tinually work to challenge racism and be vigilant aboutthe deconstruction of white privilege in society.

Subordinate group members also can utilize self-reflection by examining how internalized oppression hasimpacted their lives and communities, and how theirdominant and subordinate identities interact. For exam-ple, there was a period in my own development as awoman where I was rightfully angry at the system ofsexism in our society, and in the process of challeng-ing it on both micro and macro scales, I was unfortu-nately not as aware of how internalized sexism affectedmy growth and development or my efficacy as a change

agent. In addition, this lack of self-awareness kept me soentrenched in my subordinate experience that I was un-able to make the connection to my dominant identities orsee how I was reproducing oppressive dynamics similarto the ones I was fighting, albeit in terms of race and dis-ability oppression. It was almost as if I were saying thatbecause I was experiencing the pain of sexism, I did notneed to look at my own racism and ableism. To be clear,I am not equating my lack of awareness of my privilegeto internalized sexism. But, as I began to reflect criticallyon my own behavior, I could no longer tolerate the fact


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that I was not challenging my own racism and ableismwhile expecting men to do so regarding sexism. Teachersand students alike can avoid this pitfall by engaging inconsistent self-reflection as it applies both to their sub-ordinate and dominant identities. An analysis of poweris one way for teachers and students to begin this aspect

of self-reflection and to move closer toward the creationof a socially just classroom.

Tool 5: Awareness of MulticulturalGroup Dynamics

The fifth element for effective teaching for socialjustice involves understanding group dynamics of theclassroom and the socially constructed identities of theteacher and students. An awareness of these dynamicsdetermines how social justice educators will approachthe previous four dynamics, and thus impacts the ef-

ficacy of their implementation. For example, in an all-white classroom situated in an all-white community, thecontent presented regarding racism and white privilegewill be different than it would be in a classroom withdiverse racial identities, which is different, again, from aclassroom with all students of color. The form and typeof content that the teacher presents, the attention to howthese different class compositions affect dialogue and fa-cilitation, andthe amountof time spent on content versusprocess will differ for these three classrooms. If a teacherteaches the same way in allthreeenvironments, he or shewill not adequately address the needs of the students,and will miss an important opportunity for social justice

education. Creating a student-centered learningenviron-ment is lauded as an essential element of good teachingby some of the best thinkers in the fields of multiculturaleducation and social justice education (Ayers, 1998; Gay,2000; Nieto, 2000; Shor, 1992), and yet if an educator doesnot consider the group dynamics as they pertain to so-cial identities and multicultural perspectives, they missthe true potentialof student-centered teaching and social

justice education.The make-up of the class is not a reason to shy away

from addressing critical issues in the classroom. For ex-ample, some educators feel that they cannot adequatelydiscuss race and racism unless students of color are

present, while others may feel that the lack of studentdiversity regarding race indicates that there is no needfor this discussion (Elder & Irons, 1998). Both perspec-tives are incorrect, and critical and ongoing discussionsregarding diversity and social justice issues affect all ofour lives and therefore should be an integral part of theclassroom regardless of its make-up.Attention to studentidentities or multicultural group dynamics should not beused as an excuse for avoiding such conversations, butinstead should be a reminder that who is in the roomhas an effect on content and process. Authors, such as

Tatum (1997), Zuniga and Sevig (2000), Root (2000), andFord (2000), provide very useful and engaging frame-works for understanding the ways that social identitiesimpact dialogue in the classroom and offer suggestionsfor effective cross-cultural communication. Understand-ing these dynamics, rather than avoiding the discussion

altogether, leads to a more effective and engaging socialjustice classroom.While student-centered pedagogy is a key aspect of a

social justice classroom, it should not be used as a meansfor members of traditionally marginalized groups to beplaced in the position of educating the dominant groupmembers in the classroom. It is each class members re-sponsibility to be an agent of his or her own educationand not to reproduce disempowering societal dynamicswithin the classroom. Thus, effective utilization of mul-ticultural group dynamics toward a social justice endcan happen only if the class members, and in particularthe educator, are aware of these issues as well. Class-

room activities that create a safe space for students to di-alogue about issues of diversity, classroom expectationsthat underscore the value of diverse life experiences, andthe infusion of culturally relevant and responsive peda-gogy (Gay, 2000) into the classroom all help teachers andstudents make effective use of the multicultural groupdynamics.

CONCLUSION

Utilizing any one of these components can benefit aclassroom. Nieto (1998) discusses a continuum of multi-

cultural education that has evolved over thelast 35 years,stating that while regrettable, the lack of clarity aboutwhat multicultural education really is from the onset hasallowed some educators to claim they are teaching froma multicultural perspective when they are really com-ing from a very limited, uncritical, tolerance-based per-spective. In order for the field of social justice educationto avoid this development, social justice educators mustcontinue to work toward a clearer sense of what a social

justice educationalapproach actually entails. To date, theworkof Adams, Bell, and Griffin (1997), Ayers,Hunt, andQuinn (1998), and many of the other authors referencedin thisarticle have madesignificant contributions toward

that end. To suggest that these five components are es-sential is not an attempt to limit the conversation, butto frame a starting point and encourage educators whoembrace a social justice approach to continue to movethe field forward and ultimately create classroom spacesthat are empowering and committed to social change.

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Young, I. M. (2000). The five faces of oppression. In M.Adams, W. J. Blumenfeld, R. Castaneda, H. W.Hackman, M. L. Peters, & X. Zuniga (Eds.), Readingsfor diversity and social justice (pp. 3549). New York:Routledge.

Zuniga, X., & Sevig, T. D. (2000). Bridging the us/them di-

vide: Intergroup dialogue and peer leadership. InM. Adams, W. J. Blumenfeld, R. Castaneda, H. W.Hackman, M. L. Peters, & X. Zuniga (Eds.), Readingsfor diversity and social justice (pp. 488493). New York:Routledge.

Heather W. Hackman is a faculty member in the Depart-ment of Human Relations and Multicultural Education at St.Cloud State University. Sheteaches courses on social justice ed-ucation, multicultural education, racism in the United States,and heterosexism and homophobia in the United States andpresents at national conferences on the topic of challenging

white privilege and racism in teaching.

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5 Components - SJ Ed