How do we arouse students’ interest in exploring social justice issues in the classroom when they are more concerned about getting a job? How do we equip students with the ability to understand those issues when they are not used to discussions about social justice? In this paper, I will present data collected from focus-group discussions about the impact of a social justice education course on human trafficking and low-skilled labor migration in South and Southeast Asia. In this course, I employed a problem-based approach in designing the syllabus, by which I mean a pedagogical method in which real-world problems are employed as a means to drive student learning. My presentation comes in two parts. I will first make use of cognitive developmental theory as an analytical framework to show that the structural complexity of the issue caused cognitive dissonance and motivated further inquiry among students. I will then explain how the spectrum of scholarly accounts enabled students to form their own judgment about how to respond.

Authors:
Wing Sze Leung, National University of Singapore, Singapore

About the Presenter(s)
Wing Sze Leung is a senior lecturer at the NUS College, the honours college of the National University of Singapore.

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