Citation

O'Daniel AJ, Latham KE. J. Forensic Leg. Med. 2019; 65: 113-118.

Affiliation

University of Indianapolis, Biology Department, Human Identification Center, 1400 East Hanna Avenue, Indianapolis, IN, 46227, USA. Electronic address: lathamke@uindy.edu.

Copyright

(Copyright © 2019, Elsevier Publishing)

DOI

10.1016/j.jflm.2019.05.010

PMID

31146144

Abstract

This article examines the use of critical pedagogy practices for teaching students the forensic science of migrant death and identification in the US borderland. Critical pedagogy, a philosophy of education that centers issues of social justice and human rights in the classroom, insists that teaching is inherently political, and challenges students to recognize and address power structures which perpetuate an unjust status quo. Drawing examples from qualitative data gathered during two field seasons in South Texas with the University of Indianapolis Forensic Science Team and narrative analysis of students team members' daily reflections about their work within structures designed to address the US border crisis, this article illuminates challenges and possibilities for teaching in learning in a context of mass violence.

Copyright © 2019 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

Language: en

Keywords

Critical pedagogy; Forensic science; Mass violence; Service learning; US borderlands