Abstract
This chapter critically explores the experience of offering social justice learning opportunities to university students through community-embedded initiatives. It draws on Freirean (Education for critical consciousness. London: Bloomsbury Academic, 1974) notions of critical pedagogy—education that questions everyday life, identifies contradictions, makes critical connections with the structures of society that discriminate and acts to change things for the better. Over the past decade this commitment to identifying and addressing disadvantage has formed the foundation of a teaching, learning and research engagement with the University of Sydney’s neighbours in Glebe and Camperdown through the Glebe Community Development Project. The chapter seeks to highlight that teaching and learning social justice is founded on listening, deep and respective relationships, intentional mutual learning, mutual benefit and exchange in context.
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Rawsthorne, M. (2019). ‘Teaching’ Social Justice Through Community-Embedded Learning. In: Freebody, K., Goodwin, S., Proctor, H. (eds) Higher Education, Pedagogy and Social Justice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26484-0_10
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