Embodying Justice: Situating College Student Articulations of Social Justice in Critical Consciousness

Autor/in	Jones, Alexander Harris
Titel	Embodying Justice: Situating College Student Articulations of Social Justice in Critical Consciousness
Quelle	In: International Journal of Christianity & Education, 23 (2019) 1, S.49-68 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Alexander Harris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9971
DOI	10.1177/2056997118802938
Schlagwörter	Social Change; Religious Education; Educational Philosophy; Student Attitudes; Affective Behavior; Mentors; Teaching Methods; Consciousness Raising; College Students; Christianity; Religious Factors; Social Justice; Service Learning; Power Structure; Sexuality; Employees; Crime; Victims; Slavery; Cultural Pluralism; Friendship; Global Approach; Experiential Learning + Suchen Sie Ihr Suchwort? Sozialer Wandel; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungsphilosophie; Erziehungsphilosophie; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Bewusstseinsbildung; Collegestudent; Christentum; Soziale Gerechtigkeit; Service-Learning; Sexualität; Employee; Arbeitnehmer; Beschäftigter; Crimes; Delict; Delicts; Delikt; Victim; Opfer; Sklaverei; Kulturpluralismus; Freundschaft; Globales Denken; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Many American evangelical college students today enter into college with a new awareness of justice-related issues. However, situating student commitments to justice in a larger discourse on critical-consciousness development is necessary for educators to assist students in their justice development. This article reviews the literature on critical-consciousness development and places it in conversation with Deleuzian affect theory, suggesting that extant theory does not take into account the affective domain of critical-consciousness growth. This article also demonstrates common ways Christian college students might portray themselves as critically aware through distinctly Christian tropes that express their passion for and commitment to justice. These tropes, which commonly include human trafficking, diverse friend groups, and being globally-minded, actually have an adverse impact on social justice. By better understanding these tropes as masquerading critical consciousness and by understanding how students become critically aware through affect theory, educators and mentors can more adequately guide students in their attempts to seek justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01