Social justice pedagogies: Multidisciplinary practices and approaches (2023)

Abstract

In their contribution to the edited volume Social Justice Pedagogies, German instructors Kathryn Sederberg and Magda Tarnawska Senel write that: “Including tools for action is a critical difference between teaching culture in the language classroom and social justice education in the language classroom” (Sark, 2003, p. 174). Central to this book's intervention into the field of interdisciplinary pedagogy is its distinction between teaching about culture (a top-down process) and collaborating with students as they grapple with their own identities within and around overarching socio-cultural structures. These chapters collectively argue that, instead of teaching our students about German culture, we should cultivate an understanding of education as, to borrow editor Katrina Sark's own words, a “relational and contextual process” (Sark, 2003, p. 5).

Social Justice Pedagogies contains 19 chapters from contributors living in North America and Europe and working across the fields of German studies, communication, education, gender studies, film studies, social work, and fashion studies. The following chapters will be of particular interest to the readership of Die Unterrichtspraxis/Teaching German because they deal specifically with German studies topics: Chapter 3 (Holocaust education), Chapter 7 (connections between language and oppression), Chapter 11 (drama pedagogy), Chapter 12 (authentic texts/literary-based approaches), Chapter 13 (hip-hop music), Chapter 14 (podcasting), and Chapters 15 and 16 (virtual exchange programs).

One of this volume's unique features is the inclusion of reflection questions at the end of each chapter. Modeling the practice of generating active engagement and collaboration, these questions encourage the reader to consider their own background and pedagogical practices. These guided reflections were extremely helpful, especially in terms of relating practices from other fields to my work as a German language educator. For example, Sandra Niessen's chapter on teaching fashion history initially seemed to have little relevance to my classroom. However, her provocative question “how can you allow the other to become visible through fashion?” (Sark, 2003, p. 266), prompted me to rethink how I introduce clothing vocabulary and to consider whether I am truly representing a global variety of styles of dress. While Niessen's more detailed discussion of post-fashion will likely never make it into my courses, her question allowed me to relate her insights to my own practice in ways I had previously left unexplored.

Indeed, this volume's greatest strength is its ability to offer both practical tips and theoretical insights, meeting its readers where they are and guiding them through pedagogical jargon (e.g., place-based learning and the flipped classroom). By explaining the theory, but remaining rooted in anecdotal classroom experiences, these chapters are a helpful introduction for people less familiar with social justice pedagogy, as well as an avenue for deeper reflection for those already familiar with this topic. In her introduction, Sark describes her intended audience as containing not only academics but also “curators, organizers, administrators, activists, policymakers, politicians, project managers, social workers, artists, designers, and other creative practitioners” (Sark, 2003, p. 5). Although this book will likely never make it into the hands of such a wide range of readers, it certainly would have something to say to all of them.

One potential weakness of this text is the assumption that instructors have considerable control over their curriculum and learning goals. This is likely less true for K–12 educators and instructors facing increasing political restrictions on classroom content. Not all texts, media, and assignments described in this volume will be appropriate for all contexts, but the core ideas of the pedagogical approaches outlined here apply to all instructors. Most contributors describe classroom activities employed at the collegiate level, but many of these examples could easily be applied to other kinds of learners. For instance, the use of drama pedagogy for the development of cooperation, safe risk-taking, and empathy that Elena Pnevmonidou describes in Chapter 11 seems transferable to all language classrooms where role-playing and dialogue are integral. However, her specific choice of G.E. Lessing's Nathan der Weise (Nathan the Wise) could be replaced by any Germanophone play that meets the pedagogical needs of a specific classroom.

Overall, I recommend this book as a resource for teachers looking to advance the values of diversity, equity, and inclusion in their classrooms. My advice would be for instructors to read a few of the chapters that seem most relevant, as well as at least one chapter that seems unrelated to their field. Ultimately, the point of Social Justice Pedagogies is that there is no one-size-fits-all approach to teaching and learning because we all bring a unique set of values and experiences to the process. Rather than providing definitive instructions, Sark's edited volume is better used as an introduction for educators to a set of tools, which they are then prompted to apply to their unique contexts. I can imagine myself returning to these chapters each time I need a jolt of inspiration in my pursuit of a more welcoming classroom space that prepares students to actively change their worlds for the better.