Authors:

Abstract

Background

University of Haifa and the University of Maryland, Baltimore faculty developed a parallel binational, interprofessional American-Israeli course which explores social justice in the context of increasing urban, local, and global inequities.

Objectives

This article describes the course's innovative approach to critically examine how social justice is framed in mixed/divided cities from different professional perspectives (social work, health, law). Participatory methods such as photo-voice, experiential learning, and theatre of the oppressed provide students with a shared language and multiple media to express and problematize their own and others' understanding of social (in)justice and to imagine social change.

Findings

Much learning about “self” takes place in an immersion experience with “others.” Crucial conversations about “the other” and social justice can occur more easily within the intercultural context. In these conversations, students and faculty experience culture as diverse, complex, and personal.

Conclusions

Keywords: global learning, interprofessional education, social justice, mixed cities, divided cities