Exploring Social Justice in Mixed/Divided Cities: From Local to Global Learning

Abstract

BackgroundUniversity of Haifa and the University of Maryland, Baltimore faculty developed a parallel binational, interprofessional American-Israeli course which explores social justice in the context of increasing urban, local, and global inequities.ObjectivesThis article describes the course's innovative approach to critically examine how social justice is framed in mixed/divided cities from different professional perspectives (social work, health, law). Participatory methods such as photo-voice, experiential learning, and theatre of the oppressed provide students with a shared language and multiple media to express and problematize their own and others' understanding of social (in)justice and to imagine social change.FindingsMuch learning about “self” takes place in an immersion experience with “others.” Crucial conversations about “the other” and social justice can occur more easily within the intercultural context. In these conversations, students and faculty experience culture as diverse, complex, and personal.ConclusionsStudents and faculty alike found the course personally and professionally transformative. Examination of social justice in Haifa and Baltimore strengthened our appreciation for the importance of context and the value of global learning to provide insights on local challenges and opportunities.

Keywords

• global learning
• interprofessional education
• social justice
• mixed cities
• divided cities