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Social Justice Pedagogy

What is Social justice Pedagogy?

Brenda Alvarez (1) notes that “Social justice is about distributing resources fairly and treating all students equitably so that they feel safe and secure—physically and psychologically,” while Marilyn Coch​ran-Smith (2), a scholar in education, notes that “social justice-oriented approaches in education refer to standpoints and scholarly traditions that actively address the dynamics of oppression, privilege, and isms, recognizing that society is the product of historically rooted, institutionally sanctioned stratification along socially constructed group lines that include race, class, gender, sexual orientation, and ability.”

Social justice advocates are leaders in addressing patterns of injustice, holding oneself accountable, as well as dedicated in their commitment to life-long learning.

Faculty engaged in social-justice focused pedagogy can guide colleagues and students in self-reflection to address implicit biases, how that impacts teaching and learning processes, as well as play a critical role in transformative education grounded on celebrating diversity and promoting inclusion through equitable practices in the classroom in all disciplines.


1.         Álvarez B. Why Social Justice in School Matters (2019).

2.         Cochran-Smith M. Walking the Road: Race, Diversity, and Social Justice in Teacher Education (2004).

Academic Impressions Virtual Webcasts

Please make sure to create CSUSB account in order to access these for free.

Foster Inclusion in the Classroom Through Formative Assessment

Summer 2021, TRC along with Center for Health Equity implemented the Foundations in Social Justice Institute. For more information, please contact the Center for Health Equity.

Inclusive Pedagogy in Higher Education: A Mindset and Continual Practice

Making Your Online Course Accessible to All Learners

Building Inclusive Pedagogy Online

Teaching a People-First Language Approach

Recognize Student Distress in a Virtual Environment

Addressing Conflicts Related to Bias, Privilege, and Identity in the STEM Classroom

Leading and Structuring an Inclusive Pedagogy Initiative: A Case Study from Illinois State University