Why Teach Social Justice Issues?

Writing about social justice issues creates more meaningful learning and helps students develop an understanding of civic engagement in their communities both locally and globally. My goal is to help instructors provide more in-depth instruction and methods about social justice issues in the classroom and outside the classroom. I hope students are motivated and have the skills necessary to make real changes on real issues in their lives and the lives of others who are marginalized by social justice issues. 
 
Approaching social justice issue requires self-affirmation of values, so students can understand their position in society and identity (Shnabel). This is done through methods and application of critical pedagogy in and outside the classroom. Social justice is a part of critical pedagogy. “In short, critical pedagogy motivates both critique and agency—for teachers and students alike— “through a language of skepticism and possibility and a culture of openness, debate, and engagement” (Giroux, 2007, p. 2)” (Stinson 78). Addressing social justice issues is part of the critique and agency that takes place in the composition classroom and a way for students to apply rhetoric theory in meaningful ways. 

Social Justice issues can cover issues of race, gender, and poverty and many other social issues that people face in their communities, and often these issues are combined. Thomas Miler who wrote, “Teaching the Histories of Rhetoric as a Social Praxis.” states, “if we can move our courses beyond the history of ideas about rhetoric and focus on the practical rhetorical situations where shared traditions are called upon to speak to changing social conditions” (Miller 80). This is why social justice issues are important. Writing about social justice issues apply rhetoric in meaningful ways for change. Students want to learn about real issues and concerns that transform their lives and others. 
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​Social Justice Issues connect the self to the community in meaningful ways. It helps students understand and develop civic engagement with making their communities better especially for those who marginalized. Thomas Miler who wrote, “Teaching the Histories of Rhetoric as a Social Praxis.” states, “Historical research can contribute to the teaching of such critically engaged literacy if we can move our courses beyond the history of ideas about rhetoric and focus on the practical rhetorical situations where shared traditions are called upon to speak to changing social conditions” (Miller 80).  Writing about social justice issues creates more meaningful learning and real life application of problem-solving thinking skills . My goal is to help instructors provide more in-depth instruction and methods about social justice issues in the classroom and outside the classroom. By writing and critically thinking about real issues in the community that affect the students and others, I hope students and instructors are motivated and have the skills necessary to make real changes on real issues in their lives and their communities. 
 
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Work Cited
Miller, Thomas P. “Teaching the Histories of Rhetoric as a Social Praxis.” Rhetoric Review, vol.
12, no. 1, Taylor & Francis Group, 1993, pp. 70–82, doi:10.1080/07350199309389027.

Shnabel, Nurit, et al. “Demystifying Values-Affirmation Interventions: Writing About Social
Belonging Is a Key to Buffering Against Identity Threat.” Personality and Social Psychology Bulletin, vol. 39, no. 5, May 2013, pp. 663–676, doi:10.1177/0146167213480816.

Stinson, W. David, et al. “Critical Pedagogy and Teaching Mathematics for Social Justice”
 International Journal of Critical Pedagogy, Vol 4, no. 1, 2012, pp 76-94

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