Teaching and Learning Social Justice as an “Intellectual Community” Requirement: Pedagogical Opportunities and Student Understandings

This article describes efforts to introduce students in a first-year studies course to social justice principles with attention to the initial preparation of students for social activism. After describing the coursework and related activities, we share the findings—from observation and survey sources—associated with the initial social activism component of the course, specifically, and student learning about social justice, more broadly. Discussion of limitations and future research questions are included in the conclusion.