Abstract
The author of this article examines data collected from focus-group discussions about the impact of a social justice education module on human trafficking and low-skilled labor migration in South and Southeast Asia. Employing cognitive developmental theory as an analytical framework, this article shows how the structural complexity of the issue caused cognitive dissonance and motivated further inquiry among students. Furthermore, the presence of diverse scholarly accounts enabled students to form their own judgment about how to respond. While students differed on what solution they judged most appropriate, most students thought that workers deserved fairer treatment. Some students even put their beliefs into action.
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