Suffering has a complex role in social justice education. The alleviation or eradication of suffering is a goal of social justice education while, simultaneously, students suffer in the process of learning about the suffering of others. Educational theorists have attempted to resolve this paradox in various ways and the author of this article identifies and discusses four distinct resolutions. First, student suffering is permissible because it is self-inflicted (rather than inflicted by the teacher). Second, the students’ pain, compassion, is desirable and distinct from the pain experienced by victims of injustice. Third, students should experience the same kind of suffering as the victims of injustice in order to inoculate them against racist, discriminatory, and oppressive attitudes. Fourth, the suffering of marginalized and oppressed students is a distinct form of suffering that empowers students by enabling them to recognize their own suffering.
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