Date of Award

2007

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this phenomenological study was to explore experiences that undergraduate students and recent graduates who are White social justice activists for Africa perceive as contributing to their development as activists committed to addressing humanitarian crises in Africa and how they interpret these experiences. In-depth interviews were conducted with six undergraduate students, or recent graduates, who considered themselves social justice activists for Africa and who identified with White culture more strongly than any other ethnic culture. These participants ranged from ages 21 to 25 and were found to share demographic similarities such as intact families of origin and middle to upper-middle class socioeconomic backgrounds. Results indicated nine themes that emerged from the investigation: a global justice-minded peer group; affirming supporters of justice-oriented involvements; pedagogies of engagement; service-related extracurricular activities; experience abroad; the vocalized value of making a difference; recognition of privilege; a critical view of the U.S./Africa dynamic; and a desire to change an unjust system. Recommendations for higherEducation curriculum development and implementation include (a) a campus-based social justiceEducation center to benefit both students and faculty; (b) a service-oriented study abroad experience in a non-industrialized country paralleled by engaging pedagogical strategies to personalize content and facilitate learning transfer; and (c) a core curriculum course addressing social justice issues, including White privilege and oppression theory.

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