An effective social justice pedagogy will simultaneously (a) acknowledge that students of all backgrounds are barraged with the false notion that racism no longer exists and (b) confront the apathy and hopelessness students may develop in response to existing systems of racialization. Furthermore, it will expose and challenge the global racial hierarchy that continues to uphold an obsolete and destructive system of social organization, despite efforts to repackage it as color blindness. The social justice pedagogy described herein (called MRULE, or Multi-Racial Unity Learning Experience) interrogates this system, rejects spurious claims of egalitarianism, and stimulates new patterns of thinking and acting that move authentically toward justice. Application of this pedagogical approach is reviewed here in a university cocurricular program conducted from 1996 to the present.
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