Describe Agrawal et al.’s 3 key markers of teaching for social justice. How is the way they define teaching for social justice similar to or different from how other authors, whose work we have read, define it (e.g., Hackman in HW 5, Banks in HW 3, etc.)?
What were the main findings from the Agrawal et. al. article? In what ways are your views challenged or similar to the article?
What barriers do you think exist to engaging in teaching for social justice as defined by Agrawal et. al.? What might be some solutions or approaches to overcoming those barriers?
