Fall '25Spring '26Fall '26
Without any significant training in the "how to do social action" arena, I have for the last 20 years had students engage in a wide range of social action projects to address social issues as part of their courses with me. These issues have addressed issues both on and off campus. There has not been much support for training in this area. I view much of what I know about best practices for integrating social action in the classroom as self leaned through readings and trial and error over the last two decades. I am intrigued and excited about the possibility of learning more structured ways to have the process be more structured. I also think that connecting with others who are committed to social action in the classroom and who understand the importance of providing such knowledge to future generations.
Yes. I developed two courses related to social action. One course was a graduate course entitled "Isms and Advocacy." This was taught for approximately 5 years until the School's administration changed. The second course is a traveling Civil Rights Course focused on social action through the Civil Rights Movement. The funds to cover student expenses was no longer provided, but class was taught for about 5 years as well. For over 20 years I have taught undergraduate students in a Social Injustice and Oppression. Students have had to engage in a social action project in the course.
We go through a process where we list a number of issues that involve some type of injustice. Through a democratic process students get to select the issue. Sometimes there are two groups in one class depending on passions and class size. Projects have to usually do with issues of race, poverty, gender identity, but can vary.
How did you hear about opportunity
I received an email from an affiliate of the Bonner Foundation
- Oppression based on gender, ethnicity, race, culture, sexual orientation, ability, age, religion, national origin
- Social and economic injustice
- Social action projects
- Engagement in social issues
- Writing proficiency requirement
The course examines oppression based on gender, ethnicity, race, culture, sexual orientation, ability, age, religion, and national origin, aiming to introduce students to social and economic injustices relevant to social work. It includes student-led social action projects addressing issues like race, poverty, and gender identity, and requires writing proficiency for passing. Cassandra Simon, an associate professor at the University of Alabama, has extensive experience in teaching related courses and seeks to enhance structured social action training.
- Course: Social Justice and Anti-Oppression
- Taught by: Cassandra Simon, University of Alabama
- Focus: Oppression based on gender, ethnicity, race, culture, etc.
- Engagement: Students select social justice issues for projects.
- Experience: 20 years in social action projects; developed related courses.
- Writing proficiency required for passing grade.
- Community Engagement: Social Action
- Semester: Fall '25, Spring '26
