A social justice perspective on strengths-based approaches: Exploring educators’ perceptions and practices
What does it mean to engage in strengths-based (SB) approaches from a social justice perspective? In this paper we explore the accounts of educators who work with youth experiencing social and educational barriers to describe what it might mean to engage in SB practices from a social justice perspective. Using data generated from interviews, we draw on educators’ perspectives and reported practices to inform our conceptual understanding of a SB social justice approach. We propose that a social justice perspective of SB educational work involves at least four interconnecting sets of practices: recognizing students-in-context, critically engaging strengths and positivity, nurturing democratic relations, and enacting creative and flexible pedagogies. We contend that these interrelated sets of practices are necessary for youth to engage more fully in schooling.
Key words: Social justice; strengths, youth, students deemed to be ‘at risk’, educator perspectives
How to Cite
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.