A Framework for Social Justice Education: Combining Content, Process, and Holistic Development

The interworking dynamics of course content, instructional process, and individual development pose unique challenges for instructors of social justice education. Therefore, using relevant literature and examples from a case study of intergroup dialogue (IGD), we propose a theoretical framework for learning environments within social justice education that can serve as heuristic for educators who work to facilitate well-designed learning opportunities for students, rooted in fostering holistic development and learning for social justice.