Turning a Classroom into the United Nations: Supporting Social Justice through International Collaboration

Abstract

Students from six countries collaborated on projects promoting social justice and aimed at international diplomacy. The collaboration included social work students in policy courses and international students in English courses. Students explored topics such as human trafficking and poverty. They identified global strategies for addressing these social inequalities through Sen’s and Estes’ models of social justice. In addition, faculty members used inquiry-, team-, and problem-based learning to engage students in this educational process and their exploration of global social justice. The collaboration was possible because of learner engagement tools available in an Interactive Learning Space. This article will outline the lessons learned from faculty members and students who participated in this international collaboration, as well as the impact of this collaboration on course outcomes.