Preparing Engaged Citizens: The Models of Experiential Education for Social Justice

Abstract

To serve effectively, programs should engage in re-entry preparation. Students must be continually pushed to think of how their own lives relate to the conditions that they are studying. What does a commitment to justice and sustainability imply for their future roles as consumers, as citizens, as parents, as professionals? As members of a privileged class within an hegemonous world power, how does their own behavior contribute to, or challenge, systems of domination and oppression? In short, how will their learning through CGE, HECUA, or MSID affect the way they lead their lives?