Abstract
For university instructors who teach human trafficking as a comprehensive course, design decisions often begin with determining scope, disciplinary orientation, and learning goals. Further decisions involve pedagogical approaches and how to best support and sustain student learning. With civic engagement principles, universities can situate themselves within local anti-trafficking initiatives by offering courses to expand organisational capacities to end human trafficking. Using Human Trafficking 4160 at Metropolitan State University of Denver as an example, this paper provides key design questions to create a civically-engaged multidisciplinary course, partnered with agencies statewide, and equipped to support students primed for social justice and systems change. It offers suggestions for community partnerships to deliver content and co-create learning activities. It also provides pedagogical techniques to facilitate inclusive, trauma-informed learning spaces.
Highlights
BackgroundBuilding upon anti-racist pedagogies put forth historically by Freire and hooks, paired with institutional frameworks for Hispanic Serving Institutions, social justice pedagogies shape trauma-informed teaching by acknowledging oppression present in systems designed to support communities (e.g., law enforcement and social services), the ways in which structural violence[30] creates vulnerability and honouring and empathising with others’ lived experiences.[31]
The year 2000 marked a time of global and national significance in the fight to name, define, and address human trafficking
Using Human Trafficking 4160 at Metropolitan State University of Denver as an example, this paper provides key design questions to create a civically-engaged multidisciplinary course, partnered with agencies statewide, and equipped to support students primed for social justice and systems change
Summary
Building upon anti-racist pedagogies put forth historically by Freire and hooks, paired with institutional frameworks for Hispanic Serving Institutions, social justice pedagogies shape trauma-informed teaching by acknowledging oppression present in systems designed to support communities (e.g., law enforcement and social services), the ways in which structural violence[30] creates vulnerability and honouring and empathising with others’ lived experiences.[31]. This foundation enables students to understand systems-based inequalities that create barriers to survivor identification, survivor services such as basic needs and counselling, and fair prosecutions.
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