Teaching forensic science under conditions of humanitarian crisis: Toward a critically-informed experiential approach

Abstract

This article examines the use of critical pedagogy practices for teaching students the forensic science of migrant death and identification in the US borderland. Critical pedagogy, a philosophy of education that centers issues of social justice and human rights in the classroom, insists that teaching is inherently political, and challenges students to recognize and address power structures which perpetuate an unjust status quo. Drawing examples from qualitative data gathered during two field seasons in South Texas with the University of Indianapolis Forensic Science Team and narrative analysis of students team members' daily reflections about their work within structures designed to address the US border crisis, this article illuminates challenges and possibilities for teaching in learning in a context of mass violence.